Ni 


COURSE  OF  STUDY 


FOR  THE 


COMMON  AND  GRADED  SCHOOLS  OF 

NORTH  DAKOTA 

NINETEEN    HUNDRED   THIRTEEN 


yic^x^  &UU^: ;  1^^ .  f  (p^<^^^ 


COURSE  OF  STUDY 


FOR  THE 


COmmON  AND  GRADED  SCHOOLS  OF 

NORTH  DAKOTA 

NINETEEN    HUNDRED    THIRTEEN 


1913 


Issued  by  the  State  Department  of  Education 
E.  J.  TAYLOR,  Supt. 

Compiled  and  Edited  by  Prof.  B.  A.  WALLACE 


JOURNAL   PUBLISHING    CO. 

Devils  Lake,  N.  D. 

state  printers 

1913 


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Constitutional  and  Statutory  Provisions 


Sec.  147.  State  Constitution]  A  high  degree  of  intelligence,  patriotism, 
integrity  and  morality  on  the  part  of  every  voter  in  a  government  by  the 
people  being  necessary  in  order  to  insure  the  continuance  of  that  government 
and  the  prosperity  and  happiness  of  the  people,  the  legislative  assembly  shall 
make  provision  for  the  establishment  and  maintenance  of  a  system  of  public 
schools  which  shall  be  open  to  all  children  of  the  state  of  North  Dakota  and 
free  from  sectarian  control.  The  legislative  requirements  shall  be  irrevocable 
without  the  consent  of  the  United  States  and  the  people  of  Isiorth  Dakota. 

The  following  provisions  of  law  are  taken  from  Chapter  266  of  the  Laws  of 
1911. 

Sec.  5.  Prescribe  Course  of  Studv.]  He,  (the  state  superintendent)  shall 
prepare  and  prescribe  a  course  of  study  for  all  the  common  schools  of  the  state. 

Sec.  20.  General  Duties.  Visits.]  He,  (the  county  superintendent)  shall 
visit  each  common  school  at  least  once  a  year  and  carefully  observe  the  con- 
ditions of  the  school,  the  mental  and  moral  instruction  given,  the  methods  of 
teaching  employed  by  the  teacher,  the  teacher's  ability,  and  the  progress  of  the 
pupils.  He  shall  advise  and  direct  the  teachers  in  regard  to  the  instruction, 
classification,  government  and  discipline  of  the  school  and  the  course  of  study. 
He  shall  keep  a  record  of  such  visits  and  by  memoranda  indicate  his  judgment 
of  the  teacher's  ability  to  teach  and  govern,  and  the  condition  and  progress  of 
the  school,  which  shall  be  open  to  inspection  by  any  school  director. 

Sec.  21.  General  Duties,  Blanks,  Teachers'  Meeting.]  He  shall  carry 
into  effect  all  instructions  of  the  superintendent  of  public  instruction  given 
within  his  authority.  He  shall  distribute  to  the  proper  officers  and  to  teachers 
all  blanks  furnished  him  by  such  superintendent,  and  needed  by  such  officers 
and  teachers.  Acting  under  the  instructions  of  the  superintendent  of  public 
instruction,  he  may  convene  the  teachers  of  his  county  not  to  exceed  one  Satui"- 
day  in  each  month  during  which  the  public  schools  are  in  progress,  or  if  the 
distance  is  too  great  he  may  convene  the 'teachers  of  two  or  more  districts  in 
each  of  the  several  portions  of  his  county  in  county  or  district  meetings,  for 
professional  instruction  and  for  such  other  work  as  may  be  approved  by  the 
superintendent  of  public  instruction.     Each  teacher  shall  attend  the  full  ses- 


sions  of  such  meetings  when  required,  and  participate  in  the  exercise  thereof, 
o(  forfeit  one  day's  wages  for  each  day's  absence  therefrom,  unless  such  ab- 
sence is  occasioned  by  sickness  of  the  teacher  or  others  to  whom  his  attention 
is  due;  but  when,  on  account  of  distance  or  otherwise,  it  would  impose  a  hard- 
ship upon  any  teacher  to  attend,  or  would  cause  the  teacher  to  neglect  his  school, 
the  county  superintendent  may  excuse  such  teacher  from  attendance. 

Sec.  72.  Teachers.  How  EmpLOYED.  Salaries.]  It  (The  common  school 
board)  shall  employ  the  teachers  of  the  school  district  and  may  dismiss  a 
teacher  at  any  time  for  plain  violation  of  contract,  gross  immorality  or  flagrant 
neglect  of  duty.  No  person  shall  be  permitted  to  teach  in  any  public  school 
who  is  not  the  holder  of  a  teacher's  certificate  or  a  permit  to  teach,  valid  in  the 
county  or  district  in  which  such  school  is  situated,  and  every  contract  for  th  : 
employment  of  a  teacher  must  be  in  writing  and  such  contract  must  be  executed 
before  such  teacher  begins  to  teach  in  such  school;  provided,  that  no  teacher 
holding  a  valid  certificate  shall  receive  less  than  forty-five  dollars  per  month. 
Nothing  in  this  section  shall  be  construed  to  mean  that  teachers  holding  the 
same  grade  certificate  must  necessarily  receive  the  same  salary. 

Sec.  74.  Rules.  Suspension  of  Pupils.]  It  (the  common  school  board) 
shall  assist  and  cooperate  with  teachers  in  the  government  and  discipline  of 
the  schools,  and  may  make  proper  rules  and  regulations  therefor.  It  may  sus- 
pend or  expel  from  school  any  pupil  who  is  insubordinate  or  habitually  dis- 
obedient, but  such  suspension  shall  not  be  for  a  longer  period  than  ten  days  nor 
such  expulsion  beyond  the  end  of  the  current  term  of  school. 

Sec.  75.  Branches  of  Sturdy.]  Subject  to  the  approval  of  the  county  sup- 
erintendent, it  shall  have  power  to  determine  what  branches,  if  any,  in  addition 
to  those  required  by  law  shall  be  taught  in  any  school  of  the  district. 

Sec.  83.  School  Terms,  How  Arranged  and  When  Discontinued.]  The 
district  board  shall  determine  and  fix  the  length  of  time  the  schools  in  the  dis- 
trict shall  be  taught  each  year,  and  when  each  term  of  school  shall  begin  and 
end.  It  shall  so  arrange  such  terms  as  to  accommodate  and  furnish  school 
privileges  equally  and  equitably  to  pupils  of  all  ages;  provided,  that  every 
common  school  shall  be  kept  in  session  for  not  less  than  seven  months  in  each 
school  year;  provided,  further,  that  any  school  may  be  discontinued  when  the 
average  attendance  of  pupils  therein  for  ten  consecutive  days  shall  be  less  thaa 
four,  and  all  contracts  between  school  boards  and  teachers  shall  contain  a  pro- 
vision that  no  compensation  shall  be  received  by  such  teacher  from  the  date  of 
such  discontinuance,  if  proper  and  convenient  school  facilities  be  provided  for 
the  pupils  therein  in  some  other  school. 

Sec.  241.  Penalty  for  Wilful  Disturbance  of  School.]  Each  person 
whether  pupil  or  not,  who  wilfully  molests  or  disturbes  a  public  school  when  in 
session  or  who  wilfully  interfers  with  or  interrupts  the  proper  order  of  manage- 
ment of  a  public  school  by  act  of  violence,  boisterous  conduct  or  threatening 
language,  so  as  to  prevent  the  teacher  or  any  pupil  from  performing  his  duty. 


CONSTITUTIONAL  AND  STATUTORY  PROVISIONS 

or  who  shall  in  the  presence  of  the  school  children  upbraid,  insult  or  threaten 
the  teacher,  shall  upon  conviction  thereof  be  punished  by  a  fine  not  exceedin-? 
twenty-five  dollars  or  by  imprisonment  in  the  county  jail  for  a  period  not  ex- 
ceeding ten  days,  or  by  both. 

Sec.  267.  Give  Notice  of  Openixg  and  Closing  School.]  Each  teacher  on 
beginning  a  term  of  school  shall  give  written  notice  to  the  county  superintend- 
ent of  the  time  and  place  of  opening  such  school  and  the  time  when  it  will  prob- 
ably close,  and  prior  to  receiving  salary  for  the  month  each  teacher  must  ex- 
hibit his  certificate  or  permit  to  teach  to  the  clerk  of  the  district  school  board. 
If  such  school  is  to  be  suspended  for  one  week  or  more  in  such  term  the  teacher 
shall  notify  the  county  superintendent  of  such  suspension. 

Sec.  268.  When  Teacher  Not  Entitled  to  Compensation.]  No  teacher 
shall  be  entitled  to  or  receive  any  compensation  for  the  time  he  teaches  in  any 
public  school  without  a  certificate  or  permit  to  teach,  valid  and  in  force  for 
such  time  in  the  county  where  such  school  is  taught,  except  that  if  a  teacher's 
certificate  shall  expire  by  its  own  limitation  within  six  weeks  of  the  close  of 
the  term,  such  teacher  may  finish  such  term  without  re-examination  or  renewal 
of  such  certificate. 

Sec.  269.  Teacher's  Register,  What  to  Contain.]  Each  teacher  shall  keep 
a  school  register  and  at  the  close  of  each  term  make  a  report  containing  the 
number  of  visits  of  the  county  superintendent  and  such  items  and  in  such  form 
as  shall  be  required.  Such  report  shall  be  made  in  duplicate,  both  copies  of 
which  shall  be  sent  to  the  county  superintendent  who,  if  he  finds  such  report  to 
be  correct,  shall  immediately  return  one  copy  to  the  district  clerk  to  be  filed 
with  him.  No  teacher  shall  be  paid  the  last  month's  salary  in  any  term  until 
such  report  shall  have  been  approved  by  the  county  superintendent  and  one 
copy  returned  to  the  district  clerk. 

Sec.  270.  School  Year  and  School  Week  Defined.  Holidays.]  The 
school  year  shall  begin  on  the  first  day  of  July  and  close  on  the  thirtieth  day  of 
June  of  each  year.  A  school  week  shall  consist  of  five  days  and  a  school  month 
of  twenty  days.  No  school  shall  be  taught  on  a  legal  holiday  or  on  Saturday, 
provided,  however,  that  on  February  the  twelfth  (Lincoln's  birthday),  February 
twenty-second  (Washington's  birthday)  and  May  the  thirtieth  (Memorial  day) 
all  schools  in  session  shall  assemble  for  a  portion  of  the  day  and  devote  the 
same  to  patriotic  exercises  consistent  with  the  day,  unless  such  holiday  shall  fall 
upon  Saturday  or  Sunday.  A  legal  holiday  in  term  time  falling  upon  a  day 
which  otherwise  would  be  a  school  day  shall  be  counted  and  the  teacher  paid 
therefor,  but  no  teacher  shall  be  paid  for  Saturday  or  be  permitted  to  teach  o-i 
Saturday  to  make  up  for  the  loss  of  a  day  in  the  term. 

Sec.  271.  Branches  to  be  Taught  in  All  Schools.]  Each  teacher  in  the 
common  schools  shall  teach  pupils  as  they  are  sufliciently  advanced  to  pursue 
the  same,  the  following  branches:  Orthography,  reading,  writing,  arithmetic, 
language  lessons,  English  grammar,  geography,  and  lessons  in  nature  study  and 


COURSE  OF  STUDY 


elements  of  agriculture,  United'  States  History,  civil  government,  physiology 
and  hygiene,  giving  special  and  thorough  instruction  concerning  the  nature  of 
alcoholic  drinks  and  narcotics,  and  their  effect  upon  the  human  system.  There 
shall  also  be  taught  in  every  school  in  connection  with  physiology  and  hygiene 
simple  lessons  in  the  nature,  treatment  and  prevention  of  tuberculosis  and 
other  contagious  and  infectious  diseases.  All  pupils  in  the  above  mentioned 
schools  below  the  high  school  and  above  the  third  year  of  school  work  comput- 
ing from  the  beginning  of  the  lowest  primary  year,  shall  receive  instructions 
in  hygiene  every  year  from  text  books  adapted  to  grade  in  the  hands  of  pupilps 
for  not  less  than  four  lessons  per  week  for  ten  weeks  of  each  school  year,  m  all 
schools  above  mentioned,  all  pupils  in  the  three  lowest  primary  school  years 
shall,  each  be  instructed  orally  in  hygiene  for  not  less  than  three  lessons  per 
week  for  ten  weeks  of  each  school  year  by  teachers  using  text  books  adapted  to 
grade  for  such  instruction  as  a  guide  or  standard.  Each  teacher  in  schools  in 
special  districts  and  in  the  cities  organized  for  school  purposes  under  special 
law  shall  conform  to  and  be  governed  by  the  provisions  of  this  section. 

Sec.  272.  Teaching  Humane  TREATmENT  of  ANimALs.]  There  shall  be 
given  in  the  public  schools  of  ISorth  Dakota,  in  addition  to  other  branches  of 
study  now  prescribed,  instructed  in  the  humane  treatment  of  animals;  such 
instruction  shall  be  oral  and  shall  consist  of  not  less  than  two  lessons  of  ten 
minutes  each  per  week. 

Sec.  273.  Teachers'  Institute  and  Teachers'  Training  Schools.  Notice 
Penalty  eor  Failure  to  Attend.]  When  a  teachers'  institute  or  teachers' 
training  school  is  appointed  to  be  held  in  or  for  any  county  it  shall  be  the  duty 
of  the  county  superintendent  to  give  written  or  printed  notice  thereof  to  each 
teacher  in  the  public  schools  of  the  county,  and  as  far  as  possible  to  call  others 
not  then  engaged  in  teaching,  who  are  holders  of  teachers'  certificates,  at 
least  ten  days  before  the  opening  of  such  institute  or  teachers'  training  school 
of  the  time  and  place  of  holding  it.  Each  teacher  receiving  such  notice,  engaged 
in  teaching  a  term  of  school  which  includes  wholly  or  in  part  the  time  of 
holding  such  institute  or  teachers'  training  school,  shall  close  school  and  attend 
the  same  and  shall  be  paid  by  the  school  board  of  the  district  his  regular  salary 
as  teacher  for  the  time  he  attended  such  institute  or  teachers'  training  school, 
as  certified  by  the  county  superintendent,  but  no  teacher  shall  receive  pay  un- 
less he  has  attended  four  days  nor  shall  any  teacher  receive  pay  for  more  than 
five  days.  The  county  superintendent  may  revoke  the  certificate  of  any  teacher 
in  his  county  for  inexcusable  neglect  or  refusal  after  due  notice,  to  attend  a 
teachers'  institute  or  teachers'  training  school  held  for  such  county.  The  pro- 
visions of  this  section  shall  not  apply  to  high  schol  teachers,  nor  to  teachers 
in  cities  organized  for  school  purposes  under  a  special  law,  nor  to  teachers  in 
cities  organized  as  independent  districts  under  the  provisions  of  this  chapter. 

Sec.  274.  Pupils  May  be  Suspended  for  Cause.]  A  teacher  may  suspend 
from  school  for  not  more  than  five  days  any  pupil  for  insubordination,  habitual 
disobedience,  or  disorderly  conduct.  In  such  cases  the  teacher  shall  give  imme- 
diate notice  to  the  parent  or  guardian  of  such  pupil,  and  also  to  some  member 
of  the  district  board  of  such  suspension  and  the  reason  therefor. 

6 


CONSTITUTIONAL  AND  STATUTORY  PROVISIONS 

Sec.  275,  Assignment  of  Studies  to  Pupils.]  It  shall  be  the  duty  of  the 
teacher  to  assign  to  each  pupil  such  studies  as  he  is  qualified  to  pursue,  and  to 
place  him  in  the  proper  class  in  any  studies  subject  to  the  provisions  of  section 
271,  provided,  that  in  graded  school  under  the  charge  of  a  principal  or  locil 
superintendent,  such  principal  or  superintendent  shall  perform  this  duty.  In 
case  any  parent  or  guardian  in  a  common  school  district  is  dissatisfied  with 
such  assignment  or  classification,  the  matter  shall  be  referred  to  and  decided  by 
the  county  superintendent. 

Sec.  276  Bible  Not  Sectarian  Book.  Reading  Optional  With  Pupils.] 
The  Bible  shall  not  be  deemed  a  sectarian  book.  It  shall  not  be  excluded  from 
any  public  school.  It  may  at  the  option  of  the  teacher  be  read  in  school  withouj- 
sectarian  comment,  not  to  exceed  ten  minutes  daily.  No  pupil  shall  be  required 
to  read  it  or  to  be  present  in  the  school  room  during  th  ereading  thereof,  con- 
trary to  the  wishes  of  his  parents  or  guardians  or  other  person  having  him  in 
charge. 

Sec.  277.  Moral  Instruction.]  Moral  instruction  tending  to  impress  upon 
the  minds  of  pupils  the  importance  of  truthfulness,  temperance,  purity,  public 
spirit,  patriotism,  international  peace,  respect  for  honest  labor,  obedience  to 
parents  and  due  deference  for  old  age,  shall  be  given  by  each  teacher  in  the 
public  schools. 

Sec.  278.  Physical  Education.]  Physical  education,  which  shall  aim  to 
develop  and  discipline  the  body  and  promote  health  through  systematic  exer- 
cise, shall  be  included  in  the  branches  of  study  required  by  law  to  be  taught  in 
the  common  schools,  and  shall  be  introduced  and  taught  as  a  regular  branch 
to  all  pupils  in  all  departments  of  the  public  schools  of  the  state,  and  in  all 
educational  institutions  supported  wholly  or  in  part  by  money  from  the  state. 
It  shall  be  the  duty  of  all  boards  of  education  and  boards  of  educational  institu- 
tions receiving  money  from  the  state,  to  make  provision  for  daily  instruction 
in  all  the  schools  and  institutions  under  their  respective  jurisdiction,  and  to 
adopt  method  or  methods  as  will  adapt  progressive  physical  exercise  to  th3 
development,  health  and  discipline  of  the  pupils  in  the  various  grades  and 
classes  of  schools  and  institutions  receiving  aid  from  the  state. 

Sec.  287.  United  States  Flag  to  be  Displayed.  The  school  board  or  board 
of  education  of  any  city,  town,  or  district,  is  authorized  and  required  to  pur- 
chase at  the  expense  of  the  city,  town  or  district,  one  or  more  flags  of  the 
United  States,  which  shall  be  displayed  in  seasonable  weather,  upon  the  school 
houses,  or  flagstaff  upon  the  school  grounds  during  the  school  hours  of  each 
day's  session  of  school. 

Sec.  288.  Superintendents,  Principals,  Teachers  Attending  the  North 
Dakota  Educational  Association.]  The  board  of  education  in  special  or  inde- 
pendent districts,  or  the  school  district  board  in  any  common  school  district  is 
hereby  authorized  to  allow  the  superintendent,  principal  or  teachers  of  the 
schools  under  its  charge  to  attend  without  loss  of  salary,  any  meeting  of  the 
North  Dakota  or  other  educational  association  which  may  be  held  within  this 
state  while  the  schools  of  such  district  are  in  session. 


COURSE  OF  STUDY 


Introduction 


This  Course  of  Study  is  published  in  compliance  with  law  and  is  inlended 
for  the  upe  of  superintendents,  teachers,  pupils,  and  school  boards.  It  «hov.ld 
be  studies  at  training  schools,  teachers'  meetings,  and  general  meetings  of 
school  officers.    In  the  school  room  it  should  be  used  daily  for  reference. 

Its  aim  is — 

First.  To  provide  a  practical  outline  which  will  give  the  pupils  of  the 
common  schools  a  good  elementary  education. 

Second.  To  introduce  only  such  branches  as  should  be  taught  in  the 
common  schools. 

Third  To  simplify  classification,  promotion  and  graduation,  thus  simplify- 
ing the  work  of  the  teacher  and  encouraging  the  pupil  to  complete  the  course. 

Fourth.  To  prevent  waste  and  aimless  work  by  furnishing  a  common  basis 
for  work  in  elementary  schools,  to  superintendents,  teachers,  and  school  boards, 
and  to  put  all  the  common  school  work  of  the  state  on  one  plan,  in  order  that 
supervision  may  be  simplified  and  strengthened,  that  teachers  may  know  defin- 
itely what  is  required  as  to  amount  of  work  and  classification,  and  that  pupils 
may  be  properly  aligned  in  their  studies  and  credited  for  work  accomplished. 

This  course  of  study  is  presented  to  the  superintendent  and  teachers  of 
North  Dakota  in  the  hope  that  it  may  be  of  some  service  to  them  in  doing  the 
work  which  the  state  calls  upon  them  to  perform.  We  realize  that  this  course 
has  its  imperfections  and  we  trust  that  future  revision  may  eliminate  them, 
however,  we  feel  certain  that  the  thorough-going  superintendent  and  teacher 
who  believes  in  doing  things  will  find  this  course  at  least  helpful. 

The  course  will  not  go  of  its  own  accord,  neither  will  it  do  the  work  of  n 
teacher.  It  will  not  make  up  for  the  deficiencies  in  a  teacher's  preparation. 
However,  it  will  indicate  fairly  well  what  ought  to  be  done  and  to  some  extent 
will  help  to  show  how  the  work  should  be  done. 

It  is  not  intended  to  handicap  anyone,  nor  to  destroy  the  individuality  of 
the  teacher.  Each  teacher  should  know  the  purpose  of  a  school,  the  subjects  to 
be  taught  and  how  to  teach  them. 

You  will  look  upon  the  course  of  study  as  something  which  intelligently 
used,  will  be  a  material  aid.  Conditions  in  various  parts  of  our  state  differ  very 
materially,  consequently,  we  may  not  hope  for  the  same  results  everywhere. 

8 


INTRODUCTION 


HOW  THE  COURSE  OF  STUDY  IS  TO  BE  USED. 

In  its  relation  to  the  pupil,  "the  Course  of  Study  is  designed  as  a  measur- 
ing rod  to  determine  at  what  point  in  the  eight  years'  work  a  puil  has  arrived. 
It  should  not  be  used  as  a  Procrustean  bed  on  which  to  stretch  the  work  of 
the  school  in  order  to  secure  uniformity." 

To  the  teacher,  the  Course  of  Study  is  intended  to  be  not  so  much  the 
master  as  the  assistant,  the  helper,  the  friend.  The  aim  has  been  in  each  sub- 
ject to  furnish  a  guide  to  a  natural  and  helpful  order  of  development  of  the 
topics  in  that  subject.  The  Course  is  not  designed  to  take  the  place  of  the 
textbook  but  to  help  toward  an  increasingly  thoughtful,  intelligent  use  of  the 
text  book.  The  Course  can  not  be  a  text  book  of  pedagogy;  still  there  are  fre- 
quent suggestions  of  method  or  device  as  well  as  matter — not  to  bind  the 
trained  or  experienced  teacher  who  after  thinking  it  over  decides  that  sha 
knows  what  is  for  her  and  her  school  a  better  way,  but  to  suggest  to  the 
teacher  in  doubt  one  way  to  go  about  the  problem. 

For  those  who  have  not  the  advantage  of  Normal  training,  some  help  can 
be  secured  thru  the  institute,  the  teachers'  training  school,  the  reading  circlo, 
the  teachers'  association,  and  many  of  our  methods  are  gained  in  the  hard  school 
of  experience  and  possibly  at  the  expense  of  the  children  committed  to  our 
care.  We  cannot  but  feel  that  the  great  need  of  our  day  is  more  thoro  academic 
training.  Not  until  a  mind  is  itself  stored  with  knowledge  is  it  in  a  position  to 
impart  knowledge  to  others;  no  amount  of  training  in  method  will  make  up  for 
deficiency  in  a  teacher's  personality  or  store  of  knowledge.  However,  no  true 
teacher  will  undertake  a  work  of  such  vast  responsibility  without  an  attempt  to 
secure  a  knowledge  of  the  underlying  principles  of  education  and  a  comprehen- 
sive idea  of  the  methods  which  have  been  found  helpful  by  othrs.  Good  schools 
can  be  possible  only  when  taught  by  thoroly  educated  and  professionally 
trained  men  and  women. 

There  are  a  few  standard  books  which  every  teacher  should  possess  and 
master,  among  them  being  Page's  Theory  and  Practice,  White's  Art  of  Teaching, 
Seeley's  New  School  Management,  and  some  good  history  of  education.  It  goes 
without  saying  that  to  these  books  should  be  added  the  books  chosen  for  any 
given  year  by  the  Board  controlling  the  Teachers'  Reading  Circle.  Every  teacher 
too  should  take  one  or  two  Teachers'  magazines,  and  some  good  paper  of  cur- 
rent events.  Not  everything  in  any  of  these  books  or  papers  can  be  used  by  any 
one  person;  but  every  one  of  these  helps  will  contain  some  suggestions  for  each 
one,  helping  him  to  understand  his  pupils  better,  to  plan  his  work  better,  to 
secure  the  attention  and  interest  of  his  pupils,  and  to  arouse  their  enthusiasm 
for  all  that  is  useful,  beautiful  and  noble. 


WRITTEN'  REVIEWS. 

Some  difference  of  opinion  has  arisen  as  to  the  advisability  of  and  benefit 
derived  from  the  monthly  written  reviews.  It  seems  to  be  the  concensus  of 
opinion  among  the  county  superintendents  that  written  reviews  each  month  are 
a  good  thing  and  in  deference  to  them  the  reviews  will  be  continued.    However 


COURSE  OF  STUDY 


if  the  reviews  and  written  tests  are  to  be  ends  in  themselves,  there  can  be  no 
doubt  that  evil  will  result;  but  if  they  are  used  as  one  of  the  means  to  an  end, 
mucR  benefit  can  be  derived.  County  superintendents  should  exercise  great 
care  in  directing  the  use  of  these  reviews  so  that  pupils  and  teachers  will  no:: 
get  the  idea  that  these  are  all  there  is  in  an  education.  The  chief  object  of  a 
written  review  should  be  to  fix  more  in  the  mind  of  the  pupil  the  subject  matter 
which  he  has  covered  and  to  give  him  power  to  express  in  an  orderly  manner 
the  substance  of  the  lessons  covered.  It  is  not  to  be  understood  that  the  re- 
views are  always  to  be  written — in  fact,  in  every  examination  part  of  them 
should  be  oral;  one  month  have  the  reviews  in  arithmetic  and  geography  writ- 
ten and  the  rest  oral,  and  the  next  month  have  history  and  language  written, 
etc.  Some  parts  of  any  review  may  have  to  be  written  but  in  such  a  case  these 
parts  could  be  written  on  the  board  as  part  of  an  ordinary  lesson.  In  any  case 
the  reviews  must  break  up  the  ordinary  work  of  the  school  as  little  as  possible. 

GRADES  FOR  THE  MONTH. 

The  grades  for  any  month  should  be  based  on  the  daily  work  of  the  pupil 
as  well  as  on  the  standing  in  the  review.  Some  superintendents  ask  their 
teachers  to  consider  the  two,  review  standing  and  daily  work,  equally  in  deter- 
mining the  standing;  the  general  sentiment  however  seems  to  be  to  give  the 
daily  work  double  weight,  i.  e.,  to  consider  daily  work  as  two-thirds,  and  te.-.t 
standing  one-third  in  determining  monthly  standing. 

FIRST  AND   SECOND  YEARS. 

It  is  the  opinion  of  the  Department  of  Public  Instruction  that  monthly  writ- 
ten reviews  should  not  be  required  of  pupils  in  the  first  and  second  grades. 


EXAMINATIONS  FOR  PROMOTION. 

Tests  for  promotion:  On  completing  the  nine  months'  work  outlined  for  any 
one  year  of  the  elementary  course,  no  matter  during  what  term  of  the  school 
year  this  may  occur,  a  complete  review  of  the  year's  work  and  examination  for 
promotion  should  be  given.  Superintendents,  teachers,  and  school  officers 
should  encourage  pupils  to  complete  the  month's,  year's,  and  eight  years'  work 
in  order  to  counteract  as  far  as  possible  the  common  evil  of  irregular  attend- 
ance and  absence  at  beginning  and  close  of  term. 

Final  examinations.  Final  examinations  for  the  eight  years'  work  shall  be 
held  at  the  county  seat  or  at  such  places  as  may  be  designated  by  the  county 
superintendent  of  schools.  Seventh  year  pupils  having  completed  physiology, 
may  attend  these  final  examinations  and  passing,  shall  receive  a  certificate  to 
that  effect. 

Final  examinations  should  be  conducted  under  the  personal  supervision  of 
the  county  superintendent  of  schools,  or  such  deputy  as  may  appoint,  and 
should  be  conducted  in  the  same  manner  as  county  examinations  of  teachers. 

Final  examinations  will  be  held  the  third  Thursday  and  Friday  of  Decem- 
ber, March  and  May. 

10 


INTRODUCTION 


Questions.     Questions  should  be:  — 

First,  a  review  of  the  most  Important  facts  and  principles  of  the  work 
accomplished. 

Second.     They  should  be  framed  in  simple  and  clear  language. 

Third.     They  should  admit  of  definite  answers. 

Fourth.     They  should  not  require  too  much  work. 

In  order  to  strengthen  supervision  and  aid  teachers,  all  questions  should 
be  furnished  by  the  county  superintendent  of  schools. 

Papers  passed  in  at  monthly  written  reviews  shall  be  graded  by  the  teacher, 
but  any  or  all  sets  may  be  reviewed  by  the  county  superintendent,  at  his  discre- 
tion. Sets  of  such  review  papers  should  be  filed  by  the  teacher  for  the  super- 
intendent's inspection. 

The  final  examination  papers  shall  be  graded  by  the  county  superintendent 
or  his  deputy. 

Records,  diplomas,  and  certificates  of  promotion.  The  record  of  monthly 
tests,  tests  for  promotion,  and  final  examinations  shall  be  kept  by  the  teacher  in 
each  school.    This  should  be  a  durable  record. 

Certificates  of  promotion  shall  be  given  pupils  completing  a  year's  work. 
These  may  be  issued  by  the  teacher,  unless  otherwise  ordered  by  the  county 
superintendent  of  schools. 

A  common  school  diploma  shall  be  granted  each  pupil  completing  the  eighth 
years'  work  by  the  county  superintendent  of  schools,  who  shall  keep  a  record  of 
all  such  diplomas  issued. 


11 


COURSE   OF  STUDY 


Historical 


During  the  years  1898  and  1899,  J.  G.  Halland,  who  was  then  Superintendent 
of  Public  Instruction  formulated  a  course  of  study  for  the  common  schools  of 
this  state.  The  course  met  with  immediate  popularity  and  was  continued  in 
use  in  the  public  schools  for  about  five  years.  In  1903  State  Supt.  Stockwell 
began  a  revision  of  the  course  then  in  use  and  appointed  a  committee  of  county 
superintendents  to  assist  him  in  the  work.  The  committee  met  with  Supt. 
Stockwell  in  1903  and  organized  for  the  work.  The  revised  course  of  study  was 
completed  in  1904  and  placed  in  the  hands  of  the  teachers  during  the  fall  of  that 
year.  Like  the  course  as  originally  prepared,  it  was  successful  beyond  the  ex- 
pectations of  those  who  prepared  it.  Owing  to  the  changed  conditions  the 
course  was  again  revised  in  1909  by  Supt.  Stockwell  and  a  committee  of  county 
superintendents.  That  edition  has  been  in  use  since  1909  and  has  generally 
given  excellent  satisfaction. 

During  the  last  three  years  there  have  been  many  important  changes  in 
courses  of  study  throughout  the  country  and  to  keep  pace  with  the  latest  and 
best  in  education,  it  was  found  necessary  to  revise  or  rewrite  our  course  of 
study  once  more.  This  work  was  undertaken  just  before  the  close  of  Supf. 
Stockwell's  term  of  office.  The  committee  on  course  of  study  appointed  by 
Supt.  Stockwell  was  continued.  The  members  of  the  committee  were  Supt.  P. 
R.  Barnes  of  Richland  County;  Supt.  Laura  B.  Sanderson  of  LaMoure;  Sup'-; 
Minnie  J.  Nelson  of  Barnes;  Supt.  Dalton  McDonald  of  McHenry,  and  Supt. 
Martha  P.  Tatem,  of  Williams.  The  Superintendent  of  Public  Instruction 
placed  Prof.  B.  A.  Wallace,  who  has  charge  of  the  course  for  rural  teachers  in 
the  State  Normal  School  at  Valley  City,  in  charge  of  the  work  of  revising  tho 
course  of  study.  The  committee  and  Prof.  Wallace  have  put  a  great  deal  of 
hard  work  on  this  revision  and  to  them  is  due  all  the  credit  for  the  appearance 
of  the  revision  of  1912. 

The  following  courses  were  prepared  by  the  persons  named:  Domestic 
Science,  Miss  Clara  O.  Smith;  Manual  Training,  Prof.  Selden;  Music,  Misd 
Amidon;  Reading,  Supt.  Sanderson;  Nature  Study,  Prof.  Schmidt;  Spelling, 
Prof.  Schmidt  and  Supt.  Barnes;  Elementary  Sociology,  Prof.  Gillette.  Prof. 
Wallace  asks  me  to  express  his  appreciation  for  the  help  so  generously  given  by 
so  many  of  the  school  people  of  the  state,  for  valuable  assistance  and  sugges- 
tions which  have  aided  materially  in  his  work. 

The  State  Superintendent  is  under  great  obligation  to  the  members  of  the 
committee  and  especially  so  to  Prof.  Wallace,  who  has  given  this  work  severa' 
months  of  profound  study.  The  course  as  it  now  stands  is  the  direct  result  oj: 
Prof.  Wallace's  labors.  The  course  follows  as  closely  as  possible  the  suggestion 
of  the  Committee  of  Seven  apopinted  by  the  State  Education  Association. 

It  is  hoped  that  this  course  of  study  will  prove  as  successful  as  those  issue ' 
in  previous  years. 

E.  J.  Taylor, 

June  1st,  1912.  Superintendent  of  Public  Instruction. 

12 


HISTORICAL 


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13 


COURSE  OF  STUDY 


CORRELATION  AND  ALTERATION. 

^he  purpose  of  correlation  and  alteration  are:  — 

To  reduce  the  number  of  recitations  daily  thus  allowing  longer  recitation 
periods. 

To  increase  the  size  of  classes,  thus  increasing  the  interest  of  the  recitation. 

To  bring  together  the  work  of  related  subjected,  and  thus  unify  and  inter- 
relate the  various  parts  of  the  pupil's  knowledge. 

The  chief  correlations  and  alterations  are:  — 

1.  That  reading  as  the  means  of  investigation  in  the  other  subjects  receive 
two  recitations  daily  in  the  first  three  grades;  that  it  receive  further  emphasis 
when  the  pupil  is  introduced  to  the  textbook  in  any  subject  by  using  the  text 
as  a  reader  in  the  recitation  period  in  that  subject,  for  so  long  a  time  as  is 
necessary  to  the  pupil's  intelligent  use  of  the  text  as  a  means  of  getting 
lessons. 

2.  That  language  as  the  study  which  emphasises  the  expression  of  one's 
ideas  be  correlated  with  all  the  other  subjects  and  the  curriculum,  i.  e.,  in 
every  subject  the  teacher  pay  much  attention  to  the  full  and  accurate  expression 
of  the  pupil's  ideas  and  that  on  suitable  occasions  she  require  frequently  the 
giving  of  oral  or  written  summaries  and  the  outlining  of  lessons;  and  that  on 
the  other  hand  the  language  lesson  instead  of  going  far  afield  for  some  artifical 
subject  for  the  day's  lesson  shall  generally  take  as  its  material  something  right 
at  hand  in  the  reading,  nature  study,  geography,  history,  or  other  lesson. 

3.  Many  teachers  prefer  to  combine  reading  and  language  in  the  lower 
grades,  especially  the  first  grade.  The  committee  preparing  this  Course  regards 
this  as  perfectly  proper;  this  would  give  reading  and  language  together  three 
periods  daily.     This  should  not  mean,  however,  the  neglect  of  either  subject. 

4.  In  the  geography  course,  is  frequently  suggested  the  advisability  of 
studying  certain  regions  by  following  some  historical  expedition  or  journey 
through  those  regions.  It  is  urged  that  the  teacher  be  alive  to  other  opportun- 
ities for  this,  than  those  mentioned,  and  wherever  she  finds  in  her  own  library 
or  the  school  library  stories  of  history  or  fiction  that  will  help  in  fixing  import- 
ant locations  or  understanding  other  large  topics  of  geography,  she  should  use 
them.  On  the  other  hand,  much  of  history  to  be  at  all  understood  by  the  pupil, 
needs  to  be  located  geographically.  So,  often  in  studying  geographj^  the  pupil 
should  be  using  his  history  text,  and  still  more  often  in  studying  history,  he 
should  have  his  geography  in  hand. 

5.  That  about  one-third  of  the  time  in  geography  in  the  seventh  and  eighth 
grades  be  given  to  elements  of  agriculture,  sometimes  a  single  recitation  or  two, 
sometimes  a  week's  work. 

6.  That  the  period  after  recess  in  the  afternoon  on  Friday  of  each  week 
be  given  to  domestic  science  for  the  girls  above  the  third  grade,  to  hand  work, 
elementary  manual  training,  for  the  smaller  pupils,  each  class  to  close  one  reci- 
tation from  the  regular  schedule  on  that  day,  at  the  place  where  it  can  best  be 
spared.  The  older  boys  should  have  this  time  devoted  to  manual  training;  if 
this  is  not  possible,  they  may  devote  this  time  to  experiements  or  other  study  of 
agriculture. 

7.  That  the  first  three  grades  be  combined  in  one  oral  recitation  daily,  i.o 
cover  on  various  days  the  work  in  physiology,  nature  study,  home  geography, 

14 


HISTORICAL 


history  and  elementary  sociology.  By  this  plan  during  three  winter  months, 
physiology  would  receive  three  periods  weekly,  nature  study  one,  and  history 
stories  one.  During  fall  and  spring,  nature  study  and  home  geography  could 
have  three  periods  weekly  and  history  and  elementary  sociology  two. 

8,  That  in  the  fourth  and  fifth  grades  (and  possibly  sixth)  the  classes 
recite  together  in  physiology  and  history,  taking  physiology  four  days  weekly 
and  spelling  one  day  weekly  for  three  months,  and  history  and  elementary 
sociology  three  days  weekly  and  spelling  two  days  weekly  for  the  remainder 
of  the  year.. 

9.  That  all  grades  be  combined  in  one  period  daily  in  penmanship. 

The  committee  believes  that  all  these  suggestions  can  be  carried  out  with- 
out interfering  in  the  least  with  the  strict  grading  of  this  school.  Probably  too, 
they  would  be  all  that  is  necessary  in  a  school  of  five  or  six  weeks.  It  occasion- 
ally happens  tho  that  one  school  has  seven  or  even  eight  grades.  While  we 
regard  it  as  unfortunate  that  a  pupil  should  have  in  any  subject  eighth  grade 
work  before  he  has  the  work  of  the  seventh,  still  in  the  school  of  eight  grades 
to  insist  on  strict  grading  would  be  to  insist  on  too  many  recitations  for  really 
successful  work.  So  the  committee  would  recommend  to  the  teachers  of  such 
schools  the  alteration  of  seventh  and  eighth  grade,  history,  combining  the  two 
classes  in  history  to  do  in  one  year  the  work  of  the  eighth  grade  and  the  next 
year  the  work  of  the  seventh  grade,  or  vice  versa.  Likewise  with  the  geogra- 
phy of  the  fifth  and  sixth  years  and  again  the  geography  of  the  seventh  and 
eighth  years. 

Further  we  would  recommend  the  combining  of  two  small  classes  in  read- 
ing, e.  g.,  third  and  fourth,  or  seventh  and  eighth,  or  sixth  and  seventh,  or 
fourth  and  fifth  in  the  belief  that  whatever  is  lost  thru  the  lack  of  strict  grad- 
ing would  be  more  than  made  up  by  the  added  interest  of  larger  classes  and 
the  longer  time  allowed  for  recitation.  This  same  principle  will  often  apply  to 
the  work  in  other  subjects  and  too  would  often  apply  to  the  recitations  of  cer- 
tain classes  for  a  day  or  two  when  they  would  not  apply  for  the  same  classes 
permanently.  The  teacher  should  be  awake  to  the  opportunities  this  plan 
offers. 

Another  suggestion  often  available  in  any  school  and  almost  necessary  in 
a  crowded  program  is  the  possibiity  of  caring  for  two  casses  at  the  same  time. 
E.  g.,  two  arithmetic  classes  can  easily  be  conducted  at  the  same  time  if  the 
teacher  so  plans  that  the  explanation  of  new  work  for  one  class  falls  on  the  day 
that  the  other  class  is  doing  what  is  largely  drill  work.  Again  the  teacher  can 
be  pronouncing  words  in  spelling  to  two  or  even  three  groups  of  pupils  at  the 
same  time.  Or  written  work  in  some  subject,,  or  map  drawing  in  geography  or 
history  will  often  save  a  considerable  part  or  all  of  a  period  of  the  teacher's 
time,  for  application  elsewhere. 

In  closing  it  should  be  said  that  the  committee  does  not  think  that  every 
one  of  the  suggestions  made  and  no  others  are  suitable  for  every  school.  It 
does  believe  however  that  most  of  the  suggestions  here  made  are  applicable  to 
most  of  the  schools  of  the  state,  and  that  every  teacher  should  make  use  of 
these  or  similar  plans  as  are  adapted  to  her  particular  school,  to  the  end  of 
bringing  into  relation  to  each  other  the  related  subjects  of  the  course,  and  of 
reducing  the  number  of  classes  and  at  the  same  time  increasing  the  size  of  the 
classes  to  a  point  where  interest  is  easier  to  maintain. 

15 


COURSE  OF  STUDY 


Moral  Training  in  the  Public  Schools 


There  is  and  has  been  for  some  time  a  growing  feeling  tliat  American 
youth  are  not  receiving  the  moral  training  they  should  receive.  It  is  com- 
plained that  the  home  of  today  does  not  offer  the  training  along  this  line 
which  it  might  and  should  offer.  On  the  other  hand,  parents  frequently  if  not 
generally  attribute  much  of  the  fault  to  the  public  school.  A  recent  legislature 
in  our  state  has  evidently  thought  that  the  school  ought  to  do  more  than  it  has 
for  it  passed  a  law  requiring  definite  moral  training  in  the  public  schools  of  tht^ 
state. 

Teachers  too  are  more  and  more  feeling  that  the  school  is  failing  to  rise  to 
its  opportunities  for  moral  training — and  that  means  failing  to  rise  to  its  re- 
sponsibilities, for  our  responsibilities  are  measured  by  our  opportunities. 
Articles  are  continually  appearing  in  teachers'  magazines,  books  are  publishe-i 
in  increasing  numbers,  on  the  one  hand  to  urge  the  importance  of  moral  educa- 
tion, on  the  other,  to  suggest  ways  and  means  of  advancing  moral  education. 
These  facts  together  with  the  legislation  referred  to  above  have  led  the  com- 
mittee in  charge  of  preparing  this  Course  of  Study  to  make  the  following 
suggestions  regarding  this  work. 

Among  the  means  of  moral  training  at  the  teacher's  command  are  the 
personal  example  of  the  teacher,  the  regular  discipline  of  the  school,  the  op- 
portunities arising  in  the  everyday  lessons  of  the  school,  Bible  readings,  and 
direct  ethical  training. 

The  most  potent  influence  for  good  in  the  whole  life  of  the  school  is  the 
personal  example  of  the  teacher,  "In  the  training  of  the  young  much  more  de- 
pends on  what  the  teacher  is  than  on  what  he  says."  A  teacher  might  be  con- 
sidered a  good  disciplinarian,  might  read  the  Bible  to  his  pupils  daily,  and  talk 
with  them  frequently  about  the  moral  lessons  in  history  or  literature,  and  yet 
throw  away  the  good  these  do  by  the  bad  example  he  sets.  And  let  no  one  be- 
cause he  does  not  swear,  or  drink,  or  chew  tobacco,  sit  back  and  think,  "That's 
true  but  it  doesn't  apply  to  me."  Personal  example  is  not  confined  to  the  avoid- 
ance of  three  or  four  big  evils  which  no  teacher  thinks  of  committing.  It  ap- 
plies to  everything  big  or  little  which  those  dozens  of  watchful  eyes  and  ears 
can  note.  Is  the  teacher  personally  neat  or  untidy?  Is  her  desk  kept  in  order? 
Is  she  careful  in  her  use  of  English?.  Is  she  careful  in  her  written  work?  What 
is  her  habitual  attitude  toward  accuracy,  knowledge,  scholarship?  Is  she 
courteous,  charitable,  and  tolerant  of  the  ideas  of  others?  Is  she  reverent  to- 
ward things  entitled  to  reverence?  Is  she  interested  in  her  work  and  in  her 
pupils? — All  these  and  many  more  are  parts  of  the  teacher's  example.  And 
perhaps  more  important  than  all  are  the  standards  and  ideals  that  color  all  her 
thinking,  all  her  views  of  life,  and  thru  her  color  the  thinking  and  help  to 
determine  the  political,  social,  business,  and  moral  standards  of  her  pupils. 

16 


MORAL  TRAINING   IN   PUBLIC  SCHOOLS 


The  teacher  should  he  alive  to  the  opportunities  continually  arising  in  the 
work  of  the  various  subjects.  And  what  subject  does  not  offer  these  oppor- 
tunities? "History  is  philosophy  teaching  by  examples,"  and  when  history  is 
taught  sensibly,  when  the  pupil  is  thinking  of  what  some  historical  personage 
or  group  of  people  did,  why  they  did  it,  whether  it  was  the  natural  and  proper 
thing  for  them  to  do,  and  how  it  turned  out  for  them  and  for  us,  he  is  at  the 
same  time  forming  moral  judgments  of  social  and  individual  conduct.  The 
literature  of  the  reading  and  language  periods  is  replete  with  illustrations  of 
moral  principle,  frequently  expressed  in  beautiful  wording  or  imagery.  Civics 
and  arithmetic  are  continually  presenting  the  acts  and  doings  of  people  about 
us,  the  one  in  civic  and  political  life,  the  other  in  business.  To  many  of  these 
transactions  there  is  a  right  and  a  wrong,  a  way  people  should  be  expected  to 
do,  a  fair  way  to  settle  the  business  deal  or  the  political  question  at  stake. 
Home  geography  and  nature  study  arouse  the  child's  interest  in  the  plant  and 
animal  life  about  him  and  can  hardly  be  studied  without  resulting  in  more 
humane  treatment  of  animals,  and  a  feeling  of  our  responsibility  for  the  wel- 
fare of  things  around  us.  It  would  be  impossible  to  study  these  subjects  with- 
out the  pupil's  getting  some  of  these  lessons  in  morals.  But  how  much  more 
will  he  get  if  the  teacher  realizes  the  possibilities  and  is  on  the  lookout  for 
them,  ^lot  however  that  she  needs  to  preach  or  lecture.  Her  problem  is  gen- 
erally not  to  state  the  moral  principle  involved,  but  to  so  prevent  the  lesson 
that  the  pupil  perhaps  unconsciously  forms  the  right  moral  judgment,  sees 
the  right  or  the  danger  a  little  more  clearly,  or  catches  a  glimpse  of  an  ideal 
higher  than  any  he  had  ever  dreamed. 

But  character  is  not  a  question  merely  of  knowledge  and  of  ideals;  it  is 
just  as  much  a  question  of  habit.  It  is  here  that  the  discipline  of  the  school 
functions  in  making  strong  or  weak  characters.  "The  prime  end  in  character 
is  related  to*  conduct  is  the  power  of  self-control  and  self-direction;  hence 
the  guiding  end  of  school  discipline  is  to  train  pupils  in  habits  of  self-control 
and  self-direction,  i.  e.,  to  prepare  them  to  be  self-governing  men  and  women  in 
life."  When  we  realize  and  get  our  pupils  to  realize  that  in  their  punctuality, 
regularity  of  attendance,  promptness  in  the  eecution  of  assigned  tasks,  ac- 
curacy, neatness  and  system  in  their  work,  regard  for  the  rights  of  others,  obed-. 
ience  to  constituted  authority,  etc.,  etc.,  or  the  opposites  of  the  characteristics, 
they  are  not  so  much  meeting  or  failing  to  meet  the  requirements  of  the 
moment,  as  forming  their  habits  for  life, — then  and  then  only  has  dicipline 
its  highest  value.  It  may  be  added  that  this  view  of  discipline  held  before 
teacher  and  pupils  makes  discipline  not  harder,  but  easier,  to  secure. 

In  the  homes  of  a  generation  ago  it  was  often  the  custom  of  the  father  to 
read  to  the  assembled  family  at  the  beginning  of  each  day  a  chapter  from  the 
Bible;  to  many  teachers  this  seems  a  natural  and  appropriate  way  to  begin  the 
day's  work  of  the  school.  It  not  only  gradually  acquaints  the  pupil  with  the 
Bible  and  the  sources  of  numberless  literary  allusions,  but  each  day  has  a  bene- 
ficial effect  on  the  spirit  and  attitude  of  the  pupils  for  the  day.  Many  an  individ- 
ual can  testify  to  the  lasting  influence  on  character  of  the  Bible  readings  in  the 
school  he  attended.  For  the  teacher  who  believes  thoroughly  in  the  Bibhi 
whose  attitude  toward  it  is  reverent,  and  whose  pupils  have  or  can  be  led  by 

17 


COURSE  OF  STUDY 


her  to  have  this  same  attitude,  the  Bible  is  a  storehouse  of  illustrations  selected 
for  their  inspiration  to  higher  thinking  and  nobler  living. 

Aitother  means  of  moral  training  is  by  supervision  of  the  playground. 
The  importance  of  this  means  is  increased  by  the  fact  that  without  supervision 
the  vicious  conditions  of  the  playground  often  go  far  to  undo  the  good  work 
of  the  school  along  moral  lines.  The  outhouse,  unclean  and  marked  with  ob- 
scene pictures;  sometimes  the  back  of  the  school  house  marked  in  the  same 
way;  the  bad  language  of  the  recess-period;  the  unfair  conditions  of  play — 
older  ones  crowding  the  little  folks  out  of  the  way  and  out  of  the  games  are  all 
too  common  in  city,  village  and  country.  The  law  regarding  sanitation  and 
decency  is  plain;  school-boards  should  be  gotten  to  put  it  into  effect;  then  the 
teacher  should  endeavor  to  create  such  a  feeling  among  their  pupils  that  the 
conditions  once  made  right  are  kept  right.  An  increasing  number  of  teachers 
find  that  by  sharing  the  plays  of  their  pupils  during  intermissions,  not  only  do 
they  gain  neded  recreation  and  fresh  air  themselves,  but  at  the  same  time  the 
bad  language,  the  quarrels,  the  impositions  of  larger  on  smaller  pupils,  the  op- 
portunities for  low  stories  and  other  vicious  conditions  are  largely  done  away. 
This  does  not  mean  that  the  teacher  shall  be  critical  and  fault-finding.  She  is 
out  with  the  pupils  to  help  them  have  a  better  time;  she  teaches  them  new 
games;  she  tries  to  get  everyone  into  those  or  some  other  games;  she  overlooks 
the  little  slips  and  is  far  more  ready  to  see  good  intentions  than  to  see  wrong- 
doing. Gradually  her  mere  presence  with  an  occasional  glance  or  word  brings 
about  a  steadily  increasing  fairness,  kindliness,  and  courtesy  toward  each  other, 
and  a  healthier  moral  tone  to  the  play-period. 

In  the  above  outline  it  has  been  impossible  to  do  more  than  to  call  attention 
to  a  few  of  the  ways  in  which  the  school  training  can  contribute  toward  moral 
training.  The  thoughtful  teacher  will  wish  furlher  help  and  suggestion;  to  her 
any  of  the  following  books  will  be  of  service: 

For  a  general  view  of  the  problem  of  moral  education  in  school,  Dewey's 
Moral  Principles  in  Education,  Houghton,  Mifflin  &  Co.,  35c. 

For  a  helpful  discussion  of  the  teacher's  personality  and  the  school  -iis  :i- 
pline  as  agents  in  moral  training.  White's  School  Management,  American  Book 
Co.,  $.100. 

For  aid  in  making  elementary  civics  and  social  studies  teachers  of  morals, 
Hill's  Lessons  for  Junior  Citizens,  Ginn  &  Co.,  50c;  Dunn's  Community  and 
Citizen,  Heath  &  Co.,  75c. 

For  a  systematic  arrangement  of  moral  lessons  with  some  lesson  assigned 
for  each  month  of  each  grade  and  a  story  to  illustrate  it,  or  a  memory  gem  to 
enforce  it,  Cabot's  Ethics  for  Children,  Houghton,  Miffln  &  Co.,  $1.25. 

Other  books  of  value  in  furnishing  suggestion  or  illustration  are  Mowry'H 
Talks  with  my  Boys,  Silver,  Burdett  &  Co.;  Wiltse's  Kindergarden  Stories  and 
Morning  Talks,  Ginn  &  Co.,  Stories  from  Life,  American  Book  Co. 


18 


READING — General    Directions 


Reading 


GENERAL   DIRECTIONS. 

The  child  is  primarily  an  active  and  feeling  rather  than  a  thinking  being. 
In  reading  there  is  opportunity  for  the  development  and  expression  of  taste, 
appreciation,  enthusiasm,  sympathy  and  sensitiveness  to  the  best  things  in  life. 
The  artistic  instincts  should  be  developed  and  trained  and  the  motor  impulses 
guided  into  right  channels  of  expression. 

Reading  is  the  most  wide-reaching  acquisition  made  by  the  child  in  school. 
No  agency  is  capable  of  becoming  so  effective  under  wise  teaching  for  at  once 
developing  ideas,  feelings  and  habits  of  action.  No  study,  then,  deserves  more 
careful  consideration  or  demands  more  carefully  elaborted  plans  than  this.  Fo) 
in  actuality  no  other  study,  when  unwisely  presented,  more  widely  and  effective- 
ly conduces  to  bad  mental  habits. 

It  must  begin,  and  at  every  point  proceed,  on  the  basis  of  vigorous,  genuine 
thinking  on  the  part  of  the  child,  and  the  life  of  such  thinking  is  constant, 
clear,  vivid  imaging.  The  reality  and  character  of  such  imaging,  the  teacher 
should  unfailingly  put  to  the  proof  in  some  way — by  questioning,  by  requiring 
drawing  or  construction,  by  dramatization  or  other  form  of  expression.  Note 
the  sentiments  aroused  by  the  passages  read,  as  to  the  expression  of  these  by 
the  pupils  own  utterance. 

Reading  matter  should  be  chosen  with  wise  discrimination,  as  to  its  adapta- 
tion to  the  children's  intelligence,  taste  and  effort,  alike  in  thought,  in  spirit, 
in  phraseology.  Ambitious  lists  of  advanced  books  for  reading  prepared  for 
ideal  grades,  perfectly  trained,  should  be  avoided  by  all  wise  teachers.  It  is 
better  to  do  well  in  the  lower  ranges,  than  to  strain  after  that  which  can  not  be 
mastered. 

Close  alliance  should  be  kept  between  the  reading  matter  and  the  children's 
active  interest — other  studies,  seasonal  changes,  attractive  elements  of  environ- 
ment, experiences  etc. — that  is,  if  the  books  contain  selections  bearing  in  a 
clear,  stimulating  way  on  the  current  work  in  history,  geography  or  science,  or 
in  outdoor  phenomena,  such  selections  should  be  sought  out  and  studied, 
where  and  when  the  association  is  close  and  suggestive.  Material  for  Thanks- 
giving, Christmas  and  other  special  days  may  thus  be  accumulated;  informa- 
tion on  places  and  people  may  be  brought  together  when  most  needed,  and 
special  attention  should  be  given  to  the  proper  interpretation  and  expression 
of  the  child's  enthusiasm  and  tendencies  to  action.  This  is  meant  to  correct 
the  mechanical  use  of  the  reader,  by  which  the  selections  are  taken  in  order 
with  no  reference  to  bearing  on  strong  general  interests. 

The  material  chosen  for  the  reading  hour  should,  as  a  rule,  be  from  the 
"literature  of  power,  writings  that  by  reason  of  their  purity,  beauty  and  spirit- 
ual strength  have  become  classics."    Such  as  will  stimulate  the  pupil  to  love  the 

19 


COURSE  OF  STUDY 


truth,  appreciate  the  beautiful,  and  choose  the  good.  Books  which  contain  in- 
formation alone,  should  never  be  used  for  oral  reading  but  only  as  reference 
works.  ♦  The  monotonous  statement  of  facts,  however  important,  can  never  pro- 
duce good  reading. 

No  text  book,  which  is  not  of  itself  a  literary  whole,  is  to  be  taken  selection 
after  selection,  in  the  order  of  the  book.  But  rather  the  contents  of  all  the 
readers  should  be  analyzed,  and  tabulated  or  indexed  together,  and  the  selec- 
tions assigned  when  and  where  they  have  a  clear  and  significant  bearing.  The 
real  test  should  be  the  practical  success  of  the  teacher  in  using  the  book  in 
question.  If  the  class  does  not  become  interested,  or  the  teacher  does  not  find 
it  available,  it  should  be  discarded,  even  though  in  the  most  approved  lists. 

The  voice  should  receive  attention  from  the  first,  and  all  proper  efforts 
made  to  help  the  child  to  control  and  improve  it  for  expressing  thought  and 
feeling — his  own  or  the  author's.  Drills  for  enunciation  and  articulation  wiU 
be  needed  in  every  grade.  These  are  to  be  given  on  words  so  difficult  as  to  need 
special  attention  and  on  words  on  which  the  children  are  found  to  fail  of  good 
pronunciation.  Drills  should  be  had  on  groups  of  words,  to  master  difficult  com- 
binations and  to  secure  smoothness.  In  pronunciation  make  more  of  pitch  of 
tone  than  of  stress  to  indicate  accent.  This  enables  the  child  to  be  very 
deliberate  and  distribute  his  efforts  so  as  to  give  each  syllable  its  full  value. 
The  first  few  moments  of  each  exercise  may  well  be  given  to  a  vigorous  exercise 
along  these  lines,  especially  on  words  occuring  in  the  immediate  lesson. 

The  voice  is  the  instrument  of  thought  and  emotion.  Clear,  sharp  imagin- 
ation is  essential  to  either.  This  makes  concrete  presentation  and  motor  ex- 
pression important;  hence,  in  every  grade,  selections  appropriate  should  be 
acted  out,  that  is,  be  given  pantomimic  and  dramatic  representation. 


Suggestions    ox    Teaching    Primary    Reading. 

Starting  Point. — Try  to  settle  definitely  in  your  own  mind  what  the  child 
already  knows  that  will  help  him  in  learning  to  read.  You  will  find  that  the 
average  child  knows  several  hundred  words,  can  pronounce  them,  recognize 
them  when  spoken,  and  is  able  to  use  them  in  easy  sentences.  You  must  build 
on  this  foundation.  Remember  that  children  have  little  power  of  continued 
attention  where  they  have  little  interest.  Your  first  aim  must  be  to  create  in- 
terest and  pleasure  in  the  reading  lesson.  Make  the  change  from  hearing  and 
speaking  words  to  reading  and  writing  them  just  as  easy  and  unconscious  for 
the  pupil  as  possible.  Keep  difficulties  out  of  sight,  and  do  not  worry  or  weary 
the  child. 

Aims. — 1.     To    recognize   the   written   and   printed    forms    of    the    words 
which  the  child  has  already  learned  thru  hearing  and  speakinj?. 

2.  To    combine    elementary    sounds    into    words    and    to    separate 
words  into  their  proper  sounds. 

3.  To  write  words  and  combine  them  into  simple  sentences. 

4.  To  read  and  talk  in  natural,  pleasant,  animated  tones. 

20 


READING — General    Directions 


5.  To  teach  the  perfect  expression  of  the  thoughts,  feelings  and 
impulses  gained  from  the  written  symbols. 

Method. — Do  not  attempt  to  follow  any  one  method.  Combine  word,  sen- 
tence and  phonic  methods.  A  live  teacher  is  greater  than  any  method.  You 
cannot  teach  the  method  of  any  one  else;  you  must  teach  by  your  own  method, 
faithfully  striving  to  get  all  the  help  and  suggestions  you  can  from  every 
reliable  source.  Use  the  blackboard  exercises  freely  to  familiarize  the  pupil 
with  the  symbols  of  his  ideas,  thoughts  and  feelings  and  the  expression  oC 
these. 

Practice  in  Reading. — If  you  teach  properly  and  are  interested  yourself, 
the  pupils  will  find  the  greatest  pleasure  in  learning  to  read.  Encourage  rather 
than  criticise.  Praise  judiciously.  Plan  for  variety.  Above  all,  let  the  children 
READ.  Much  easy  reading  will  give  them  confidence,  ease,  accuracy.  Attempt- 
ing to  read  what  is  too  difficult  causes  halting,  stumbling,  discouragement  and 
sullenness.  Supplementary  reading  in  all  grades  is  a  prime  necessity.  Every 
pupil  should  read  thru  a  primer  and  two  first  readers  or  their  equivalent  be- 
fore going  on  to  a  second  reader.  Have  much  sight  reading,  that  is,  the  read- 
ing of  easy  lessons  and  stories  without  preparation.  Such  reading  should  be 
very  simple  so  as  not  to  discourage  the  pupil.  It  has  a  charm  of  novelty  and 
creates  interest  in  reading.  Do  not  have  much  concert  reading.  Select  one 
pupil  to  stand  before  the  class  and  read  the  entire  lesson.  If  the  lesson  is 
short  and  you  have  the  time,  let  all  do  this.  Vary  the  practice.  This  gives 
interest  in  the  lesson. 

Seat  Work. — Always  assign  lessons  carefully  and  definitely.  Aim  to  as- 
sign some  expressive  work — copying  or  illustrating  by  drawing  and  painting, 
card  work,  paper  folding,  cutting  and  making  objects  described  in  the  lesson  etc. 
— in  connection  with  every  lesson.  Children  are  fearless  with  pencil  and 
drawing  paper.  They  will  attempt  to  illustrate  any  object,  no  matter  how 
difficult.  They  will  paint  or  draw  a  ship,  a  locomotive,  a  battle — anything  with 
life  and  movement  and  color  in  it.  Encourage  these  crudest  efforts.  Cut  out 
words  in  large  type  and  let  pupils  build  simple  sentences  with  these.  Let  all 
their  seat  work  have  a  definite  purpose.  Do  not  encourage  or  permit  dwadlin?^,', 
puttering  and  killing  time.  If  children  become  tired,  change  their  work,  give 
them  a  short  exercise  in  gymnastics,  or  let  them  go  out  doors  and  play  a  few 
moments,  if  the  weather  is  favorable. 

Supplementary  Reading. — From  the  very  first  lesson  the  teacher  of  reading 
should  keep  in  mind  two  things — 1.  Reading  is  the  most  important  branch  in 
the  lower  grades,  for  it  is  the  door  thru  which  the  child  must  pass  to  obtain 
a  knowledge  of  language,  literature,  history,  and  almost  the  whole  realm 
of  human  learning  and  achievement. 

2.  A  love  for  good  literature,  both  poetry  and  prose,  should  be  fostered 
and  cherished.  That  pupil  who  leaves  the  public  school  without  love  for  good 
literature  has  been  poorly  taught  and  has  failed  to  get  the  very  best  thing 
which  schools  ought  to  give  him.  These  results  cannot  be  attained  if  childreu 
are  confined  to  one  series  of  readers  for  the  seven  or  eight  years  of  school  life. 
In  selecting  material  suitable  for  supplementary  reading  in  the  primary  grades 
observe  the  following:  — 

21 


COURSE  OF  STUDY 


1.     It  should  be  interesting  to  the  child. 

2*    It  must  be  truly  child  like,  that  is  simple  and  full  of  fancy. 

3.  It  must  form  morals,  that  is,  it  must  introduce  persons  and  matters 
which  call  out  moral  judgments  of  approval  or  disapproval. 

4.  It  must  be  instructive  and  inspiring,  that  is,  it  must  give  useful  infor- 
mation and  awaken  sympathy  and  enthusiasm. 

5.  It  must  be  of  permanent  value — one  children  will  love  to  read  again  and 
again. 

6.  It  must  be  a  connected  whole. 

7.  It  should  serve  to  develop  all  aspects  of  the  child's  nature,  his 
thoughts,  feelings  ,and  volitions,  his  intellectual,  emotional,  moral  and  religious 
endowments. 

Phonics. — The  child  can  do  but  little  independent  reading  without  a 
knowledge  of  phonics.  The  sooner  than  that  he  comes  into  possession  of  the 
power  to  find  out  new  words  for  himself,  the  better.  The  teacher  who  would 
do  successful  work  in  this  important  phrase  of  teaching  reading,  must  base  it 
upon  some  definite,  carefully  arranged  plan.  The  aim  is  to  teach  the  child  to 
connect  hearing  and  speech. 

The  phonic  exercise  at  first  forms  no  part  of  the  reading  lesson,  and  should 
always,  during  the  reading  recitation  be  made  subservient  to  thought  getting. 

Phonic  drills  train  the  ear  to  distinguish  the  sounds  of  which  words  are 
composed,  the  eye  to  recognize  the  symbols  which  represent  sounds,  and  the 
vocal  organs  to  enunciate  distinctly,  not  only  the  elementary  sounds  but  com- 
binations as  tr,  pr,  fi,  gr  and  sp. 

The  first  result  to  be  gained  in  phonic  drill  is  to  train  the  child  to  recognize 
the  words  when  sounds  are  given.  Let  the  teacher  give  orders  by  slow  pro- 
nouncing or  sounding,  thus:  "Shut  the  d-o-o-r,"  "R-u-n,"  "Touch  your  nose,' 
"Play  b-a-1-1,"  "Come  to  m-e,"  etc.  This  exercise  should  continue  for  only 
two  minutes  at  a  time,  twice  a  day. 

After  some  skill  in  word  sounding  has  been  acquired,  the  symbols  may  be 
presented.  The  pupil  is  asked  to  repeat  some  word  very  slowly,  as  m-e,  to 
separate  the  sound,  and  the  first  letter  is  placed  on  the  board  and  he  learns  that 
the  sound  "m"  is  represented  by  the  letter  m.  Continue  this  work  thoroughly, 
until  all  the  consonants  are  learned.  Keep  symbols  upon  the  board  as  they  are 
taught,  for  rapid  drill  work. 

Teach  key  words  as  at,  an,  ed,  all,  in,  ing,  etc.  Combine  with  consonant 
sounds  already  learned  and  form  new  words  as  c-an,  m-an,  r-an,  b-all,  f-all,  t-all 
etc.  Give  short  drills  in  this  which  enables  them  to  quickly  recognize  new 
words. 

Teach  consonant  digraphs  as,  ch,  sh,  wh,  th,  gh,  ph,  ng,  ck.  Teach  vowel 
digraphs  as,  ay,  ey,  oa,  ou,  ow,  ew,  and  au.  Stories  often  prove  effective  in  fix- 
ing the  sound  in  the  mind  of  the  child.  The  sounds  are  likened  to  those  heard 
in  nature  or  the  routine  of  daily  life. 

An  apt  illustration  brightens  the  drill,  helps  the  child  to  get  the  sound  cor- 
rectly, and  aids  in  its  retention.     The  std-ies  should  be  short  and  based  upon 


22 


READING— Year  1 


the  child's  interest.  A  story  of  an  engine  in  connection  with  the  sound  "ch."  a 
cross  cat  in  connection  with  the  sound  "f,"  of  a  cow  in  connection  with  the 
sound  "m"  etc. 

Proceed  slowly,  review  thoroughly,  review  all  simple  and  blended  phono- 
grams and  sight  words,  drill  on  word  families  and  in  separating  words  into 
sounds  as,  smaller  (sm-all-er,)  brown  (br-own)   etc. 

The  long  and  short  sounds  of  vowels  are  also  to  be  taught.  The  letters  in  a 
vord  should  not  be  defaced  by  markings  to  indicate  their  sound.  The  place 
lor  this  comes  later. 

At  the  end  of  the  second  year  if  the  child  has  had  this  drill  in  phonics  the 
teacher  will  seldom  be  called  upon  to  pronounce  a  word  for  a  pupil.  In  meet- 
ing with  a  new  word,  the  child  examines  it  to  see  if  there  is  any  part  of  it  he 
knows,  as  in  the  word  "smaller."  In  this  word  he  discovers  "all."  Knowing 
the  sounds  of  s-m  and  e-r,  he  is  able  to  pronounce  the  word. 

The  "Key  Method  of  Teaching  Phonics"  published  by  the  School  Education 
Co.,  of  Minneapolis  will  be  found  very  helpful  in  teaching  this  subject. 

Devices. — Sheets  of  britol  board  can  be  procured  at  any  printing  office 
and  cut  into  cards  of  a  convenient  size.  On  these  may  be  written  in  large  script 
the  new  words  as  they  are  learned.  The  teacher  will  find  these  very  conven- 
ient for  rapid  drill  work.    Phonic  cards  may  be  made  in  this  way  also. 

Small  printing  presses  can  be  had  by  sending  to  A.  Flanagan,  Chicago,  111., 
or  to  the  Northwestern  School  Supply  Co.  of  Minneapolis,  Minn.  These  cost 
about  $1.50  and  are  invaluable  to  the  primary  teacher. 

When  the  child  has  made  the  transition  from  script  to  print,  the  teacher 
will  find  the  printing  press  helpful  in  making  reading  charts  for  use  in  her 
school.  Pictures  of  animals,  children,  etc.,  can  be  saved  from  magazine  covers, 
calendars,  etc.,  and  pasted  on  a  sheet  of  cardboard  and  short  interesting  little 
stories  printed  below,  thus  furnishing  an  abundance  of  bright,  new  reading 
matter. 

Expression  cards  can  be  made  in  this  way  also,  printing  upon  them  such  ex- 
pressions as  this:  "The  big  apple,"  "The  naughty,  naughty  kitten,"  "A  big, 
black  dog,"  etc. 

FIRST  YEAR. 
FIRST  MONTH. 

Object. — To  recognize  at  sight  the  written  word  and  to  pronounce  it  readily 
as  a  whole;  to  acquaint  the  child  with  the  written  and  printed  forms  of  words 
that  it  has  known  before  only  by  sound. 

First  Step. — Make  the  child  feel  at  home.  Do  not  hurry  him  into  a  reader. 
Get  him  to  talk  freely  about  some  familiar  object,  picture  or  experiment. 
Avail  yourself  of  his  native  interests  and  passing  enthusiasms.  When  he  is  in- 
tensely interested  in  the  object,  write  the  name  of  it  on  the  board.  Ask  the 
pupil  to  look  at  it  carefully.  Write  the  word  several  times.  Have  him  shut 
his  eyes,  then  write  the  word  several  different  places  on  the  blackboard  and  let 
him  find  them.  Help  him  write  some  simple  word  at  first.  Encourage  his 
crudest  efforts.    When  five  or  six  words  have  been  learned,  the  article  "a"  and 

23 


COURSE   OF  STUDY 


"the"  should  be  prefixed,  as,  a  dog,  a  man,  a  eat,  a  cow;  the  dog,  the  man,  the 
cat,  tke  cow.  The  child  should  be  taught  to  pronounce  each  group  as  one  word, 
pronouncing  "a  man"  as  though  it  were  a  word  of  two  syllables.  Place  all  new 
words  upon  the  board,  adding  to  the  list  from  day  to  day.  In  every  recitation 
give  a  drill  on  these  words,  pointing  rapidly  first  to  one  and  then  to  another, 
while  the  children  pronounce  them  rapidly  and  accurately.  Vary  the  exercises 
by  having  one  pupil  point  to  the  words  while  another  one  pronounces  them. 
Be  careful  about  articulation  at  the  start. 

As  soon  as  a  sufficient  number  of  words  have  been  learned,  combine  into 
sentences.  Review  these  sentences  until  the  words  have  been  firmly  fixed  in  the 
child's  mind.  Teach  new  words  as  wholes  but  soon  begin-  to  teach  the  sounds. 
Careful  drill  in  sounding  letters  and  combinations  will  very  soon  enable  the 
child  to  pronounce  words  independently.  About  twenty  words,  an  average  of 
about  one  new  word  a  day,  is  sufficient  for  the  first  month's  work.  They  should 
be  able  to  write  several  of  the  simpler  words  on  the  blackboard  or  on  unrule«l 
paper.    Let  them  write  large  and  round. 

The  manual  that  goes  with  the  Summer  Readers,  published  by  Frank  D. 
Beattys  Co.,  New  York,  is  a  fine  outline  for  teaching  primary  reading. 

SECOND  MONTH. 

Proceed  as  in  the  first  month.  About  thirty  or  forty  new  words  can  be 
learned  this  month.  Make  constant  use  of  the  blackboard.  If  the  children 
drawl  or  read  in  an  unnatural  tone,  you  are  at  fault  in  your  teaching.  Vary 
the  sentences  on  the  blackboard  constantly,  so  that  the  pupil  may  not  repeat 
the  sentence  from  memory.  Be  sure  that  the  pupils  grasp  the  thought  of  a 
sentence  before  they  try  to  read  it  aloud. 

As  pupils  begin  to  write  words  from  memory,  be  very  careful  that  they 
write  them  rapidly  and  correctly.  Train  the  pupil  to  see  the  entire  sentence 
and  then  speak  it.  Do  not  teach  the  pupils  to  read  as  they  talk  unless  they  talk 
correctly.     Teach  them  to  talk  as  well  as  read. 

Let  the  pupils  illustrate  as  many  words  as  possible  as  they  learn  them. 
Drill  every  day  in  phonics. 

Memorize  short  poems  and  songs.  Make  expression  your  chief  aim.  Teach 
politeness  by  requiring  attentive  listening,  freedom  from  interruption  and 
courteous  treatment  of  each  pupil. 

THIRD  MONTH. 

The  pupil  may  now  have  a  primer  and  he  should  be  able  to  read  several 
pages  at  sight.  Make  constant  reference  to  the  pictures  in  the  book,  as  they 
suggest  the  story  the  pupil  is  to  -read.  The  pupils  should  read  twice  a  day  ac 
least.  If  the  school  is  large,  the  recitation  may  be  short.  A  short,  wide-awake, 
interesting  exercise  is  far  better  than  a  dull,  prosy,  long  one.  Besides  the 
primer  in  daily  use,  there  should  be  two  or  three  other  primers  for  supplement 
tary  reading.  Much  use  should  be  made  of  the  blackboard  still.  Encourage 
pupils  to  talk  freely  of  what  they  read,  to  dramatize  little  stories,  to  illustrate 
parts  of  the  lesson,  to  cut,  model  or  make  things  described  in  their  reading  les- 
sons. 

24 


READING— Year  1 


Precede  each  reading  lesson  with  a  word  drill.  All  new  and  difficult  words 
are  written  on  the  blackboard  and  a  short,  quick  drill  is  given  on  these.  Give 
special  drill  in  phonics  also. 

Make  use  of  Thanksgiving  in  the  work  of  this  month.  Songs,  poems  and 
stories  cluster  about  this  day. 

FOURTH  MONTH. 

Do  not  hurry  pupils  into  the  first  reader.  They  should  read  several  primers 
first.  Remember  that  the  purpose  of  teaching  reading  is  two  fold,  to  teach  the 
child  to  get  the  thought  and  feeling  and  to  express  these  to  others.  The  first  is 
silent  reading;  the  second  is  oral  reading.  The  silent  reading  must  precede 
the  oral.  Before  permitting  the  pupil  to  read  a  sentence  aloud,  help  him  to  read 
it  silently.  Never  permit  the  reading  lesson  to  become  a'  mechanical  grind,  but 
emphasize  the  story  side  of  the  lesson. 

Read  to  the  children  from  the  choicest  juvenile  literature.  Cultivate  the 
power  of  observation  and  attention.  Let  pupils  tell,  write  and  read  about 
things  they  observe  and  actually  experience.  Make  constant  use  of  illustrations 
by  means  of  modeling,  drawing,  making  and  painting. 

Let  pupils  act  words  and  stories.  Let  all  the  work  be  done  under  the  spur 
of  interest  and  with  heartiness  and  good  will. 

Read  the  harder  parts  of  several  primers.  Much  drill  on  phonics.  Word 
drills  the  same  as  in  the  previous  month.  Let  Christmas  be  the  spirit  of  this 
month's  work. 

FIFTH  MONTH. 

Begin  the  first  reader.  It  is  better  to  give  a  word  drill  on  all  new  words 
when  assigning  the  lesson,  then  test  the  pupil's  ability  to  name  the  words  the 
first  thing  when  the  class  is  called  to  recite.  Master  all  new  words  before  at- 
tempting to  read  them  aloud.  Do  not  call  it  reading  when  a  pupil  hesitates  be- 
fore speaking  the  words.  Do  not  allow  pupils  to  assume  careless,  lazy  positions 
when  reciting.  Give  them  plenty  of  easy,  interesting  and  profitable  readini^ 
matter.  It  is  better  to  read  one  first  reader  part  thru  and  then  take  the  first 
part  of  another,  afterward  completing  the  first  book. 

The  teacher  should  always  use  model  language.  Do  not  presume  that  a 
teacher  can  inspire  the  child  with  a  proper  use  of  language,  and  at  the  same 
time  make  use  of  decidedly  faulty  English  himself.  Give  special  attention  to 
articulation  and  enunciation. 

Make  use  Cf  the  new  year  and  winter  in  song  and  story.  Introduce  short 
stories  of  Eskimo  life.  Let  them  draw,  model  and  cut  the  Eskimo  house,  sleds, 
etc.     Drill  in  phonics  the  same  as  in  previous  months. 

SIXTH  MONTH. 

Continue  phonic  drills.  Word  drills  should  precede  each  lesson.  Be  su^u 
the  pupils  get  the  thought  before  they  try  to  express  it.  Let  them  tell  the  story 
of  the  lesson  in  their  own  language.    Review  the  hard  words.    Drill  on  all  new 

25 


COURSE  OF  STUDY 


words.  Much  work  in  dramatization  of  stories  should  be  done.  See  that  the 
pupil*  are  supplied  with  plenty  of  easy  reading  matter.  Read  only  easy  parts 
of  readers.  Make  use  of  Washington  and  Lincoln's  birthdays  in  the  work  of 
this  month. 

SEVENTH  MONTH. 

Continue  the  work  of  former  months.  Vary  the  general  plan  of  recitation 
by  occasionally  letting  pupils  read  several  preceding  lessons  at  one  recitation, 
each  pupil  reading  a  whole  page  or  lesson.  In  this  exercise  do  not  dampen  the 
pupil's  ardor  by  stopping  him  to  correct  minor  mistakes.  Let  the  work  be 
animated  and  pleasant.  Children  should  read  only  the  best  juvenile  literature. 
Reading  should  all  be  taught  as  an  expression  of  inner  experience  thru  vocali- 
zation. Give  great  attention  to  silent  reading.  After  they  have  read  the  easy 
parts  of  several  readers  take  the  harder  parts. 

Word  and  phonic  drills  as  before.  Copy  written  work  from  the  black- 
board. Write  words  from  memory.  Insisc  on  all  written  work  being  neatly 
done.     Poems  and  stories  appropriate  to  the  season. 

EIGHTH  MONTH. 

Review  first  readers,  making  sure  that  pupils  have  mastered  all  the  words. 
Give  attention  to  tones,  position  and  articulaion.  Let  pupils  read  such  simple 
poems  as  Little  Boy  Blue,  Mary's  Lamb,  some  of  Aesop's  Fables  and  the  Ugly 
Duckling,  Cinderella,  Red  Riding  Hood,  etc. 

Vary  the  work.  Give  specific  seat  work  and  see  that  the  children  perpare 
it.  Encourage  the  illustration  of  parts  oi  the  lesson  by  means  of  drawing, 
painting,  cutting,  dramatization  etc.  Word  and  phonic  drills  as  before.  Let  all 
such  work  be  lively  and  hold  the  interest  and  close  attention  of  the  class. 
Above  all,  never  let  the  reading  lesson  degenerate  into  a  lifeless,  mechanical 
exercise. 

Teach  them  to  use  all  new  words  in  sentences.  Copy  easy  poems  and 
stories,  observing  capitals,  marks  of  punciation  etc.  Exercise  much  care  in 
their  written  work.  Careless  work  must  be  rewritten.  Be  patient  in  correcting 
errors  in  writing,  speech  etc.    Make  use  of  the  spring  in  song,  poem  and  story. 

Review  thoroughly  all  preceding  work  in  phonics.  Keep  up  the  word  drills 
as  directed  in  previous  months.  Review  first  readers.  Give  much  sight  read-* 
ing.  Complete  the  hard  parts  of  first  readers.  Tell  or  have  told  Decoration 
Day  stories.  Learn  patriotic  songs.  Make  use  of  the  summer  season  in  songi;!, 
poems  and  stories. 

Children  should  be  able  to  write  corectly  from  dictation,  words  and  simple 
sentences.  Demand  correctness  and  neatness  in  all  written  work.  Besides  the. 
blackboard  work  a  child  should  read  three  primers  and  three  first  readers  dur- 
ing the  first  year. 

A    SUGGESTED   LIST    OF   BEADEBS    FOR    THE    FIRST    YEAR,     (tO    SELECT    FROM.) 

The  Aldine   Primer Newson   Co.,   Chicago,    111. 

Wheeler  Primer   Wheeler  Pub.  Co.,  Boston,  Mass. 

The  Beginners  Reader D.  C.  Heath  &  Co.,  Chicago,  111. 

26 


READING— Ypar  2 


Sunbonnet  Babies  Primer Rand,  McNally  Co.,  Chicago.,  111. 

Gordcn  Primer  D.  C.  Heath  &  Co.,  Chicago,  111. 

Blodgett  Primer  Ginn  &  Co.,  Chicago,  111. 

Summer  Primer Frank  D.  Beattys  &  Co.,  New  York 

Cyr  First  Reader Ginn  &  Co.,  Chicago,  111. 

Brooks  First  Reader American  Book  Co.,  Chicago,  111. 

Summers  First  Reader Frank  D.  Beattys  &  Co.,  New  York 

Blodgett  First  Reader Ginn  &  Co.,   Chicago,   111. 

Jones  First  Reader Ginn  &  Co.,  Chicago,  111. 

SUPPLEMENTARY    LIST. 

Aldine  First  Reader ' Newson  Co.,  Chicago,   111. 

Child  Life  No.  1 McMillan  Co.,  Chicago,  111. 

The  Cat  School Educational  Pub.  Co.,  Chicago,  111. 

Nursery  Classics D.  C.  Heath  &  Co.,  Chicago,  111. 

Finger  Play,  Book  1 D.  C.  Heath  &  Co.,  Chicago,  111. 

The  Nixie  Well    Educational  Pub.  Co.,  Chicago,   111. 

The  Graded  Literature  Readers,  No.  1.  Maynard,  Merill  &  Co.,  New  York  City. 

SUGGESTED    STORIES    TO    TELL. 

The  Three  Bears.  Red  Riding  Hood. 

Cinderella.  Three  Billy  Goats  Gruff. 

Jack  and  the  Bean  Stalk.  Bow-wow  and  Mew-mew. 

Adventures  of  Pinnochio  (Educational  The  Ugly  Duckling. 

Pub.  Co.)  Hiawatha. 

Stories  to  Tell  to  Children  (Houghton  The  Lost  Dime. 

Miffin  Co.,  Chicago. 

SUGGESTED   POEMS. 

Mother  Goose  Rhymes.  Sleep  Baby  Sleep. 

Bobby  Shafto.  Flag  Salute. 

0,  Mother  How  Pretty  the  Moon  Looks.  Come  Little  Leaves. 

Selections  from  Stephenson  and  Fields.  The  Baby. 

A  Million  Little  Diamonds. 

SECOND  YEAR. 
FIRST  MONTH. 

Much  work  in  phonics  continued  throughout  the  year.  A  bright,  quick 
word  drill  should  precede  each  lesson. 

Review  first  reader  work  or  use  easy  supplementary  reader  of  first  grade 
for  the  first  month,  bringing  your  class  gradually  to  the  second  reader.  Drill 
on  all  new  words  before  you  permit  a  pupil  to  read  from  the  book,  and  then 
insist  on  his  reading  promptly,  without  drawling  or  hesitation.  Do  not  try  to 
advance  too  rapidly,  but  do  not  keep  a  class  on  a  lesson  after  it  has  lost  its  in- 
terest for  them.  The  pupil  must  be  interested  in  the  lesson,  master  its  thougghc 

27 


COURSE   OF  STUDY 


and  be  filled  with  its  sentiment  before  he  can  express  them  easily,  freely,  spou- 
tanedusly. 

Every  school  should  have  a  series  of  readers  for  use  in  supplementary  read- 
ing. Frequent  changes  from  the  regular  reader  to  the  supplementary  one  is  bet- 
ter than  to  read  one  through.  See  that  all  written  work  is  neatly  and  promptly 
done. 

SECOND  MONTH. 

Thorough  work  in  phonics  as  in  the  first  year.  Word  drill  as  before.  Tea 
or  fifteen  pages  of  the  regular  reader,  besides  some  easy  supplementary  work. 
Give  much  attention  to  the  pupil's  silent  reading  by  having  him  read  a  para- 
graph or  selection  to  himself  and  then  tell  in  his  own  words  the  substance  of 
what  he  has  read.  New  words  that  appear  in  sight  reading  should  be  written 
on  the  board.     Drill  in  pronunciation  and  expression. 

THIRD  MONTH  . 

About  fifteen  pages  of  the  second  reader  besides  some  supplementary  wori:. 
Commit  choice  selections.  No  piece  is  to  be  committed  to  memory  by  a  pupil 
unless  he  first  grasps  the  thought  of  the  selection.  Assign  the  new  lesson  with 
great  care,  so  that  each  pupil  knows  just  what  he  must  do  in  preparing  it.  Be 
careful  not  to  assign  too  much  writtne  work.  When  it  is  assigned,'  it  should  be 
done  and  the  pupil  should  be  held  responsible  for  it.  Test  the  pupil's  know- 
ledge of  the  meaning  of  words  by  requiring  him  to  illustrate  them  by  drawing 
by  synonyms,  or  by  use  in  sentences,  after  the  meaning  has  been  fully  ex- 
pla  ned.  Do  not  fall  into  the  habit  of  pronouncing  words  for  the  pupil  while  he 
is  reading  since  that  shows  that  the  lesson  has  not  been  properly  prepared. 
Such  blundering  over  a  lesson  does  little  good  and  much  harm.  Teach  punctua- 
tion marks  in  the  reader  not  already  learned. 

FOURTH  MONTH. 

About  twelve  or  fifteen  pages  of  second  reader  and  some  supplementary 
work.  Occasional  lessons  in  sight  reading.  The  teacher  should  read  to  the 
pupils,  choosing  easy  stories  that  contain  life  and  action  or  that  describe  animnl 
life.  Choice  legends,  folk  lore  and  fairy  tales  are  always  interesting.  If  pupils 
show  lack  of  interest,  change  poem  or  story. 

Continue  the  phonic  and  word  drills  as  described  in  the  first  year's  work. 
Question  the  pupils  on  the  lesson  and  be  sure  that  he  gets  the  meaning  perfect- 
lly.     Drill  on  expression, 

FIFTH  MONTH. 

Fifteen  to  twenty  pages  in  the  second  reader  with  supplementary  wor^v. 
For  variety,  let  each  pupil  select  some  favorite  piece  and  read  it  entire.  Teach 
children  to  read  all  things  with  sweet  and  pleasant  tones.  Word  and  phonic 
drills  should  be  kept  up. 

28 


READING— Year  2 


SIXTH  MONTH. 
The  easy  parts  of  several  second  readers  should  have  been  finished  hy  this 
time  and  the  harder  parts  taken  up.  From  fifteen  to  twenty  pages  can  be  read 
besides  some  easy  supplementary  work.  Review  lessons  passed  over,  letting 
each  pupil  read  a  page  or  a  whole  selection.  They  should  be  able  now  to  make 
preparation  of  the  lesson  before  coming  to  class,  following  some  such  directions 
as: 

1.  Read  the  lesson  over  carefully. 

2.  Write  all  the  words  that  you  do  not  know. 

3.  Make  a  list  of  all  the  words  ending  in  "ing." 

4.  Write  the  names  of  the  people  and  animals  mentioned  in  the  lesson. 

5.  Write  all  the  sentences  that  tells  what  the  dog  had  in  his  mouth,  etc. 

SEVENTH  MONTH. 
Precede  the  study  of  the  lesson  with  a  word  drill.  Read  about  twenty 
pages.  Supplementary  work  should  be  easy  work  for  sight  reading.  Plan  your 
seat  w^ork  so  that  the  children  may  make  careful  study  and  preparation  of  the 
lesson.  Memorize  short  selections.  Insist  on  correct  position  and  secure  vig- 
orous work.  Put  life  and  cheerfulness  into  your  work  if  you  expect  results 
from  your  class.    Phonics  as  before. 

EIGHTH  MONTH. 

Complete  the  Second  Reader.  Review  difficult  lessons.  Sight  reading  from 
supplementary  work.  Place  upon  the  board  questions  on  the  lesson  to  which 
children  shall  write  the  complete  answers.  Make  clippings  of  easy,  appropriate 
reading  matter,  paste  them  on  cards  and  use  for  sight  reading. 

Seldom  pronounce  a  word  for  a  pupil  while  he  is  reading.  Do  not  permit 
blundering  over  words  or  stopping  to  spell  new  words.  This  shows  that  the 
word  drills  were  not  thorough  and  the  lesson  not  properly  prepared.  Cultivate 
the  power  to  take  in  new  words  at  a  glance.  Teach  pupils  to  adapt  their  man- 
ner and  voice  to  the  style  of  the  piece.  Encourage  them  to  look  for  beautiful 
thoughts  and  to  read  them  in  a  beautiful  way, 

NINTH  MONTH. 
Review  second  year's  work.  Hard  parts  of  several  readers  completed. 
Pupils  should  be  able  to  read  aloud  readily  and  accurately,  any  lesson  in  the 
first  or  second  readers.  They  should  be  able  to  tell  in  good  language,  the  sub- 
stance of  what  they  have  read.  Word  and  phonic  drills  should  be  kept  up  and 
constant  reviews  should  be  given. 

SUGGESTED  LIST  OF  READERS  FOR  SECOND  YEAR.   (TO  SELECT  FROM.) 

The  Circus  Reader ".Benj.  H.  Sanborn,  Chicago,  111. 

Brooks'  Second  Reader American  Book  Co.,  Chicago,  111. 

Cyr's  Dramatic  First Ginn  &  Co.,  Chicago,   111. 

Summers  Second  Reader Frank  D.  Beattys  &  Co.,  Ne  wYork. 

The  Jones  Second Ginn  &  Co.,  Chicago,  111. 

The  Aldine  Second D.  C.  Heath  &  Co.,  Chicago,  111. 

The  Gordon  Second D.  C.  Heath  &  Co.,  Chicago,  111. 

29 


COURSE  OF  STUDY 


SUGGESTED    LIST   FOB   SUPPLEMENTARY    BEADING. 

Boy  Blue  and  His  Friends Little,  Brown  &  Co.,  Chicago,  111. 

Heart  of  Oak  Books,  No.  1 D.  C.  Heath  &  Co.,  Chicago.  111. 

Finger  Play  Reader,  No.  2 D.  C.  Heath  &  Co,  Chicago,  111. 

Graded  Literature,  Nos.  1  and  2.. American  Book  Co.,  Chicago,  111. 
Hiawatha  Primer,  Nos.  1  and  2.. American  Book  Co.,  Chicago,  111. 
Stories  of  Mother  Goose  Village. .  .Rand,  McNally  Co.,  Chicago  111. 

Child  Literature  Americafl  Book  Co.,  Chicago,  111. 

Graded  Literature  Readers,  2 Maynard,  Merril  Co.,  Chicago,  111. 

In  Table  Land Silver,  Burdett  &  Co.,  Chicago,  111. 

SUGGESTED  STORIES  TO  TELL  OR  READ. 

Little  Fir  Tree.  Classic  Stories  for  Little  Ones. 

Hans  Andersen's  Fairy  Tales.  Selections  from  Thompson-Seton's  Ani- 
Aesop's  Fables.           '  mal  Stories. 

The  Four  Friends. 

Stories  to  Tell  to  Children,  Published  by  Houghton,  Mifflin  Co.,  Chicago. 

SUGGESTED    POEMS 

My  Shadow.  Foreign  Lands. 

Where  Go  the  Boats?  All  Things  Beautiful. 

America.  Seven  Times  One. 

Little  Boy  Blue.  The   Winds. 

The  Wonderful  World.  The  Swing. 


THIRD  YEAR. 

FIRST   THREE   MONTHS. 

The  objects  to  be  obtained  are  partly  mechanical  and  partly  mental.  Among 
the  mechanical  objects  are  correct  pronounciations,  accurate  and  pleasin;? 
enunciation,  distinct  articulation,  proper  pitch,  ready  adaptation  to  style  of 
selection,  accent  and  emphasis. 

Among  the  mental  objetcs  are  the  grasping  of  thought  and  feeling  easily 
from  the  printed  page,  fluency  in  oral  reading,  and  the  attainment  of  a  larger 
vocabulary,  with  power  to  use  words  with  increasing  discrimination.  A  word 
drill  should  precede  each  lesson.  Write  all  difficult  words  on  the  board,  dividing 
them  into  syllables.  Help  the  child  to  find  out  the  words  for  himself  and  drill 
on  the  list  so  that. each  child  may  kjiow  them. 

Read  a  second  reader  or  an  easy  supplementary  reader  the  first  month. 
Read  from  fifteen  to  twenty  pages  of  a  third  reader  with  some  easy  supplemen- 
tary work  each  month. 

Question  pupils  hefore  reciting  to  test  preparation,  during  the  recitation  to 
develop  the  lesson,  and  after  the  recitation  to  test  their  retention  and  applica- 
tion of  the  lesson. 

30 


READING— Year  3 


SECOND  THREE  MONTHS. 

Finish  the  easier  parts  of  several  readers  beside  some  supplementarj^  work. 
Observe  word  drill  as  before.  Review  of  phonics  and  teach  simpler  diacritical 
marks.  Assign  lessons  carefully  and  give  specific  directions  in  regard  to  writ- 
ten work.  Each  pupil  should  learn  at  least  one  short  selection  each  month. 
The  meaning  of  words  and  phrases  should  be  learned  from  their  relation  to 
other  words  in  the  text  rather  than  from  formal  definitions. 

THIRD   THREE   MONTHS. 

Drill  on  all  difficult  words  in  the  lesson.  Do  not  allow  the  pupils  to  fail 
into  the  habit  of  depending  upon  tlie  teacher  to  pronounce  the  difficult  words 
while  reading.  Do  not  let  the  class  attempt  to  read  more  than  they  can  pre- 
pare well.  A  lesson  has  not  been  well  prepared  when  a  pupil  must  constantly 
stop  reading  for  the  teacher  to  pronounce  words.  The  teacher  has  either  been 
negligent  or  the  lesson  was  too  long.  The  teacher  must  ascrtain  the  trouble 
and  take  pains  to  remove  it. 

Encourage  pupils  to  talk  about  what  they  read  at  home.  In  order  to  read 
well  the  pupil  must  be  pleased  and  interested  in  what  ne  reads.  It  is  better  for 
the  teacher  to  make  corrections  after  a  pupil  has  finished  reading  rather  tha  i 
to  interrupt  him  during  his  recitation. 

When  the  children  read  clearly,  fluently  and  feelingly,  the  probabilities  are 
that  they  will  enjoy  the  reading  period.  Then  the  teacher  has  it  in  her  hands 
to  formulate  a  taste  for  good  literature.  Commit  to  memory  one  choice  selec- 
tion each  month. 

SUGGESTED   LIST   OF   READERS,    THIRD    YEAR    (tO    SELECT   FROM) 

The  Aldine  Third  Reader Newson  Co.,  Chicago,  111. 

The  Brooks  Third  Reader American  Book  Co.,  Chicago,  111. 

The  Cyr  Third  Reader Ginn  &  Co.,  Chicago,  111. 

The  Blodgett  Third  Reader Ginn  &  Co.,  Chicago,  111. 

The  Jones Ginn  &  Co.,  Chs  ago.  111. 

Summers  Third  Reader Frank  D.  Beattys  &  Co.,  New  York. 

Heath  Third  Reader D.  C.  Heath  &  Co.,  Chicago,  111. 

SUGGESTED     SUPPLEMENTARY    LIST 

Heart  of  Oak  Books,  No.  3 D.  C.  Heath  &  Co.,  Chicago,  111. 

Little  Folks  of  Many  Lands Ginn  &  Co.,  Chicago,  111. 

Lights  to  Literature,  No.  2 Rand,  McN'ally  &  Co.,  Chicago,  111. 

Sprague  Classic  Readers,  No.  2.  .Educational  Pub.  Co.,  Chicago,  111. 

The  Gordon  Third  Reader D.  C.  Heath  &  Co.,  Chicago,  111. 

Graded  Literature  Readers,  No.  3.  .Maynard  Merrill  &  Co.,  New  York. 

Bunny  Boy  and  Grizzly  Bear A.  Flanagan  &  Co.,  Chicago,  111. 

Bunny  Cotton  Tail A.  Flanagan  &  Co.,  Chicago,  111. 

31 


COURSE   OF  STUDY 


SUGGESTED   STORIES   TO   READ   OR  TELL 

The  Early  Cave  Men.  The.  Later  Cave  Men. 

The  Tree  Dwellers.  Swiss  Family  Robinson. 

Pied  Piper  and  Other  Stories.  Alladin. 

Stepping  Stones  to  Literature.  Robinson  Crusoe. 

Legends  of  the  Red  Children.  Alice  in  Wonderland. 


SUGGESTED  TOEMS 

The  Swing.  Hiawatha's  Sailing. 

The  Wind.  Seein'  Things  at  Night. 

Land  of  Counterpane.  The  Gobbelins. 

Wynken,  Blinken  and  Nod.  Bed  in  Summer. 

Who  Stole  the  Nest?  Bob-o-link. 

Hiawatha's  Childhood.  Land  of  Story  Books. 
Suppose. 

FOURTH   YEAR. 
FIRST  THREE  MONTHS. 

The  preparation  of  each  lesson  should  be  preceded  by  a  thorough  word 
drill,  and  each  drill  should  mark  an  increase  in  power  and  independence.  In 
this  grade  the  child  should  be  taught  the  use  of  a  dictionary.  Every  day  a 
part  of  the  reading  preparation  should  be  the  looking  up  of  certain  words  in 
the  dictionary. 

The  object  of  oral  reading  is  to  be  heard,  understood  and  felt.  The  good 
teacher  will  keep  this  object  in  mind  and  will  make  the  children  feel  that  they 
read  to  make  others  understand,  feel  and  enjoy  what  is  read. 

Accent,  inflection  and  emphasis  should  receive  special  atention  in  this 
grade.  Continue  the  practice  of  learning  choice  selections.  In  assigning  les- 
sons, fix  upon  some  leading  thought  as  the  aim  of  the  lesson  and  then  plan  the 
seat  work  of  the  pupils  so  that  it  will  lead  up  to  this  aim.  Be  ashamed  to  dis- 
miss any  class  every  member  of  which  has  not  learned  at  least  one  new  thing. 

About  fifteen  or  twenty  pages  of  the  regular  reader  may  be  read  each 
month  beside  some  easy  supplementary  work. 

SECOND  THREE  MONTHS. 

Continue  word  drills  and  dictionary  work  as  in  the  first  three  months. 
Plan  your  work  with  the  individual  needs  of  the  pupils  in  the  class  vividly  in 
mind, — think  of  the  pupil  who  hesitates,  the  one  who  repeats,  the  one  who 
articulates  poorly,  who  miscalls  words,  who  mispronounces,  who  can  see  only 
one  word  at  a  time,  who  is  awkward  and  clumsy,  who  is  neglected  at  home. 
Plan  an  abundance  of  bright,  interesting  and  easy  matter.  Take  the  easy  parts 
of  a  couple  of  readers,  about  twenty  pages  each  month.  At  least  one  choice 
selection  should  be  memorized  each  month. 

32 


READING— Year  4 


THIRD   THREE   MONTHS. 

Review  lessons  as  may  be  seen  best.  Halting  and  lifeless  reading  usually 
arises  from  a  failure  to  master  the  words  in  the  lesson,  and  to  gather  tho 
thought. 

Cure  the  evil  by  removing  the  cause.  Children  having  defects  in  articula- 
tion should  be  trained  to  a  habit  of  clear,  careful  enunciation.  To  aid  expres- 
sion, one  pupil  should  be  selected  each  day  to  read  the  entire  lesson  to  the 
whole  class.  The  teacher  may  call  for  difficult  words  and  write  them  on  the 
board.  Pupils  may  compose  sentences  containing  them.  The  harder  parts  of 
two  or  three  readers  may  ^be  finished  this  three  months  besides  easy  supple- 
mentary reading.  Much  easy  sight  reading  gives  the  child  confidence  in  his 
ability.  If  the  children  are  led  to  think-  as  they  read,  they  will  come  in  time 
to  care  for  thoughtful  books.  The  child  who  is  in  love  with  good  books  cannor 
be  led  far  away  from  what  is  sane  and  right  in  life. 

A   SUGGESTED  LIST   OF   READERS    FOR  FOURTH   YEAR,    (tO    SELECT   FROM) 

Brooks  4th  Reader American  Book  Co.,  Chicago,  111. 

Blodgett  4th  Reader Ginn  &  Co.,  Chicago,  111. 

The  Gordon  Reader D.  C.  Heath  &  Co.,  Chicago,  111. 

The  Jones  Fourth, Ginn  &  Co.,  Chicago,  111. 

Graded  Literature  Readers,  No.  4..Maynard  Merrill  &  Co.,  New  York  City. 

A  SUGGESTED   SUPPLEMENTARY  LIST 

Classics  Old  &  New  No.  4 American  Book  Co.,  Chicago,  111. 

True  Fairy  Stories American  Book  Co.,  Chicago,  111. 

Heart  of  Oak,  Book  III. D.  C.  Heath  &  Co.,  Chicago,  111. 

Heath  4th  Reader : D.  C.  Heath  &  Co.,  Chicago,  111. 

Seven  Little  Sisters Ginn  &  Co.,  Chicago,  111. 

Lights  to  Literature,  Book  3 Rand  McNally  &  Co.,  Chicago,  111. 

Indian  Stories Silver  Burdett  &  Co.,  Chicago,  111. 

SUGGESTED    STORIES 

Wigwam  Stories Ginn  &  Co.,  Chicago,  111. 

Docas,  the  Indian  Boy D.  C.  Heath  &  Co.,  Chicago,  111. 

Ben,  the  Black  Bear Scribner's  Sons,  New  York  City 

Two  Little  Knights  of  Kentucky. 

Black  Beauty A.   Flanagan,   Chicago,   111. 

The  Nuremburg  Stove A.  Flanagan,  Chicago,  111. 

SUGGESTED    POEMS 

The  Singing  Lesson.  The  First  Snow  Ball. 

Where  Go  the  Boats.  The  23rd  Paslm. 

The  Gobbelins.  I  Remember,  I  Remember. 

The  Night  Wind.  The  Village  Blacksmith. 

The  Brook.  Psalm  of  Life. 

33 


COURSE  OF  STUDY 


FIFTH  YEAR. 

FIRST  THREE  MONTHS 


irtn 


study  all  suggestions  and  directions  for  the  first  years  in  reading.  Sc 
that  the  position  of  the  pupil  while  reading  is  graceful,  easy  and  erect.  Insist 
on  a  pupil's  reading  loud  enough  for  all  in  the  class  to  hear  distinctly,  but 
check  pupils  who  read  ruedly  loud.  Encourage  the  use  of  the  dictionary.  Have 
pupils  bring  selections  of  their  own  choosing  to  school  and  read  them  to  the 
class.  This  will  encourage  the  habit  of  home  reading.  Give  thorough  word 
drills  before  the  preparation  of  each  lesson.  Give  special  attention  to  all  pupils 
who  are  poor  readers.  Call  on  them  to  read  a  paragraph  from  the  book  in  the 
recitation  in  arithmetic,  geography,  language,  etc.  Supply  an  abundance  of  easy 
supplementary  reading.  Parker's  Penny  Classics  are  good  and  so  cheap  that 
they  are  within  the  reach  of  all.  They  are  published  by  C.  M.  Parker,  Taylor 
ville,  111.  Many  good  classics  may  be  had  from  A.  Flanagan,  Chicago,  for  four 
cents  each.  It  is  utter  folly  to  expect  children  to  become  good  readers  by  keep- 
ing them  on  one  set  of  readers  for  eight  years.  Good  work  in  reading  reacts 
favorably  on  every  other  branch  of  study.  Much  of  the  pupil's  trouble  in  arith- 
metic is  due  to  the  fact  that  he  cannot  read  his  problems  correctly. 

SECOND  THREE  MONTHS. 

Word  drill  and  dictionary  work  as  before.  Have  pupils  read  silently  and 
then  tell  the  substance  of  what  they  have  read.  Let  one  read  aloud  while  the 
others  have  books  closed,  then  ask  those  who  have  listened  to  give  the  thought. 
Make  good  use  of  plenty  of  easy  supplementary  material.  Have  much  sight 
reading.  Reading  must  be  more  than  language  teaching,  it  should  be  genuine 
literary  training.  To  read  well  a  pupil  must  feel  the  spirit  and  beauty  of  what 
he  reads.  Nothing  stimulates  a  pupil's  expression  as  the  desire  to  impress  upon 
others  the  beauty  and  feeling  of  a  thought  which  he  has  really  mastered;  so 
that  back  of  all  good  expression  in  reading,  deeper  than  any  mechanics  of  voice, 
are  imigination  and  thought  and  feeling.  Unless  the  mind  conceives  the  thought, 
unless  imagination  puts  life  and  vividness  into  the  piece,  unless  the  heart  thrills 
with  its  sentiment  and  emotion,  how  can  the  vocal  organs  express  it  well? 

The  successful  teacher  of  reading  must  be  a  lover  of  the  tender  and  true, 
the  beautiful  and  good.  The  reading  of  her  pupils  in  an  index  of  the  teacher's 
character. 

THIRD  THREE  MONTHS. 

The  pupils  should  have  completed  the  easy  parts  of  at  least  two  fifth  read- 
ers besides  plenty  easy  supplementary  matter  up  to  this  time.  They  now  take 
the  harder  parts  of  the  readers.  Continue  with  word  drills.  Encourage  the  use 
of  the  dictionary. 

Ask  pupils  to  report  on  books  they  have  read.  This  encourages  the  home 
reading.  The  first  requisite  for  good  reading  is  interest  in  what  one  is  read- 
ing.   If  the  teacher  has  not  studied  the  lesson  carefully,  the  class  have  poor  in- 

34 


READING— Year  6 


struction  and  inspiration.  In  planning  the  lesson,  keep  in  mind  (1)  the  class, 
not  as  a  whole  only,  but  as  individuals;  (2)  the  time  for  study  of  the  lesson 
and  for  recitation;  (3)  what  the  main  topic  of  the  lesson  is, — the  aim  of  the 
lesson;  (4)  what  knowledge  the  pupils  nave  on  the  lesson;  (5)  methods, 
devices,  blackboard  work,  etc. 

At  the  close  of  the  year  the  pupil  should  be  able  to  read  with  proper  ex- 
pression any  selection  in  the  reader  studied;  to  give  the  substanc  of  what  has 
been  read;  to  give  the  meaning  of  words  from  the  context;  to  recite  several 
choice  selections. 

SUGGESTED  LIST  OF  READERS 

Brooks  Fifth  Reader American  Book  Co.,  Chicago,  111. 

The  Jones  Fifth  Reader Ginn  &  Co.,  Chicago,  111. 

Graded  Literature  Readers,  No.  5 Maynard,  Merrill  &  Co.,  N.  Y.  City. 

Heath  Fifth  Reader D.  C.  Heath  &  Co.,  Chicago,  111. 

Lights  to  Literature,  Book  4 Rand  McNally  &  Co.,  Chicago,  111. 

SUGGESTED   SUPPLEMENTARY  LIST 

Ben,  the  Black  Bear Chas.  Scribner's  Sons,  Chicago,  111. 

Heart  of  Oak  Books,  No.  4 D.  C.  Heath  &  Co.,  Chicago,  111. 

Progressive  Readers,  Book  5 American  Book  Co.,  Chicago,  111. 

The  Wonderful  Chair D.  C.  Heath  &  Co.,  Chicago,  111. 

SUGGESTED    STORIES 

Every  Day  Life  in  the  Colonies.  America's  stories  for  America's  Children. 

Timothy's  Quest.  Moufflon,  the  Dog  of  France. 

Wild  Animals  I  Have  Known.  Gulliver's  Travels. 

Legend  of  Sleepy  Hollow.  Lives  of  the  Hunted. 

Water  Babies.  Docas,  the  Indian  Boy. 

SUGGESTED    POEMS 

Home,  Sweet  Home.  Those  Evening  Bells. 

In  School  Days.  Thou  Too  Sail  On  O  Ship  of  State. 

The  Landing  of  the  Pilgrims.  The  Brook. 

The  Daffodils.  The  Arrow  and  the  Song. 

The  Old  Oaken  Bucket.  Battle  Hym  of  the  Republic. 

SIXTH   YEAR. 

Take  an  easy  sixth  reader  or  simple  supplementary  work  for  the  first 
month.  Aim  to  teach  the  pupils  how  to  get  the  thought  from  the  printed  pages 
to  read  aloud  clearly,  forcibly  and  agreeably.  Teach  them  to  acquire  a  mastery 
of  words  and  a  power  of  vivid  picturing,  to  create  a  taste  for  good  reading. 
Observe  carefully  the  directions  given  for  all  previous  work. 

There  should  be  no  relaxation  in  the  effort  to  teach  prompt  word  recogni- 
tion, distinct  articulation,  clearness  of  tone,  correct  expression.  The  teacher 
should  bear  in  mind  that  the  pupil  is  growing  intellectually  and  is  prepared  to 
learn  many  things  that  have  been  beyond  his  power  in  the  lower  grades.     Ail 

35 


COURSE  OF  STUDY 


reading  matter  of  this  grade  should  be  of  a  distinctly  literary  character.  Malce 
«,  great  deal  of  use  of  comparisons  to  develop  observation  and  judgment.  Com- 
pare authors,  the  customs,  places,  ideals  and  aims  of  the  people. 

Give  attention  to  expression  as  heretofore.  Put  weak-voiced  children 
before  the  class  and  let  them  read  while  the  class  listens  with  books  closed. 
Plan  your  lesson  and  determine  the  leading  thoughts  which  you  wish  to  bring- 
out.  Suggest  some  plan  of  study  to  the  pupils,  as  this: — 1,  Read  the  lesson  as 
a  whole  silently.  2,  Select  the  leading  thought  of  each  paragraph.  3,  Study 
the  meaning  of  the  words,  phrases,  etc.  4,  Look  up  all  biographical,  historiacl 
and  geographical  references.  5,  The  finest  expression  and  the  best  thought. 
6,  Read  the  whole  section  with  expression. 

If  a  teacher  dislikes  work  and  shirks  preparation,  then  these  suggestions 
will  be  of  no  value  to  her  or  her  pupils.  Mental  and  moral  growth  in  the  pupils 
is  the  wide-awake,  intelligent  work  on  the  part  of  the  teacher. 

SUGGESTED  LIST  OF  READERS 

Brooks  Sixth  Reader American  Book  Co.,  Chicago,  111. 

Jones  Sixth  Reader Ginn  &  Co., 'Chicago,  111. 

Heath  Sixth  Reader D.  C.  Heath  &  Co.,  Chicago,  111. 

Graded  Literature  Readers,  No.  6 Maynard  Merrill  &  Co.,  N  .Y.  City. 

SUGGESTED   SUPPLEMENTARY  LIST 

Lights  to  Literature,  Book  5.... Rand  McNally  &  Co.,  Chicago,  111. 

Progressive  Readers American  Book  Co.,  Chicago,  111. 

America's  Story  for  Amer.  Children D,  C.  Heath  &  Co.,  Chicago,  111. 

Winslow's  Geographic  Readers  1-5.. D.  C.  Heath  &  Co.,  Chicago,  111. 

SUGGESTED    STORIES 

Tom  Sawyer.  The  Cricket  on  the  Hearth. 

Selections  from  Tom  Brown's  School       Twice  Told  Tales. 

Days.  Arabian  Nights. 

The  Jungle  Books.  Troubadour  Tales. 

Old  Greek  Stories.  Ten  Boys  Who  Lived  on  the  Road 

Grandfather's  Chair.  from  Long  Ago  to  Now. 

SUGGESTED    POEMS 

Sheridan's  Ride.  Paul  Revere's  Ride. 

The  American  Flag.  -  The  Barefoot  Boy. 

Building  of  the  Ship.  A  Song  (Riley.) 

Love  of  Country  (Scott.)  Abou  Ben  Adhem. 

The  Day  is  Done. 

SEVENTH   YEAR. 

The  teacher  should  refer  to  all  that  has  been  given  in  this  course  on  teach- 
ing reading.  Interest  pupils  in  authors  by  stories,  photographs,  pictures  of 
their  homes,  choice  selections,  and  by  giving  circumstances  under  which  they 
wrote  the  selection  which  the  pupils  are  studying. 

36 


READING—Year  8 


Correlate  the  reading  lesson  with  the  lesson  in  geography,  and  history. 
There  is  a  great  gain  to  the  pupil  if  while  he  is  studying  the  New  England 
States  in  geography  he  may  at  the  same  time  read  Miss  Standish  and  prepare 
a  history  lesson  on  the  settlement  of  Massachusetts, 

It  should  not  be  necessary  now  to  devote  much  time  in  the  class  to  the 
mechanical  element  in  reading.  Pupils  of  this  grade  should  be  able  to  enter 
into  the  spirit  of  the  selection.  Not  till  reading  ceases  to  be  a  drill,  not  till  the 
pupil  has  a  mastery  of  words,  will  the  reading  lesson  become  an  important 
factor  in  the  pupil's  culture.  Let  the  teacher  make  a  thorough  preparation  of 
the  lesson.  For  the  teacher  to  fully  understand,  appreciate  and  enjoy  such  a 
piece  as  Lowell's  Vision  of  Sir  Launfal  is  the  first  and  greatest  step  toward 
preparation  for  teaching  it  successfully. 

Make  a  judicious  use  of  home  reading  from  the  library. 

Students  should  frequently  hear  good  reading  by  the  teacher  or  by  the 
best  reader  in  the  class  in  order  that  the  spirit  of  the  same  may  leave  its  im- 
pression.    Memorize  choice  selections. 

SUGGESTED  LIST  OF  KEADEKS 

Brooks  Seventh  Reader American  Book  Co.,  Chicago,  111. 

Jones  Seventh  Reader Ginn  &  Co.,  Chicago,  111. 

Williams  Choice  Literature,  Book  1 American  Book  Co.,  Chicago,  111. 

Carpenter's  Geographical  Readers American  Book  Co.,  Chicago,  111. 

SUCiGESTEl)    STORIES    FOR    7tH    GRADE 

The  Last  of  the  Mohicans.  Snow  Bound. 

The  Vision  of  Sir  Launfal.  The  Spy. 

Pilgrim's  Progress.  The  Prairie. 

Gettysburg  Address.  The  Great  Stone  Face. 

The  Sketch  Book.  Grandmother's  Story  of  Bunker  Hill. 

SUGGESTED    POOEMS 

The  Star  Spangled  Banner  (Key).  A  Song,  (Riley). 

Death  of  the  Flowers  (Bryant).  Battle  Hymn  of  the  Republic  (Howe). 

Bugle  Song,  (Tennyson).  The  Bell  of  Atra,  (Longfellow). 

Ring  Out  Wild  Bells,   (Tennyson).  To  a  Waterfowl,  (Bryant). 

EIGHTH    YEAR. 

If  a  reader  is  used,  the  class  should  make  a  careful  study  of  the  best  selec- 
tions rather  than  read  the  whole  book.  At  least  a  part  of  the  year  should  be 
spent  on  the  masterpiece  of  literature.  Such  whole  selections  as  Whittier's 
Snow  Bound,  Irving's  Sketch  Book,  and  Hawthorne's  Great  Stone  Face  should 
be  carefully  studied.  Pupils  should  have  much  practice  in  sight  reading.  They 
should  memorize  choice  selections  or  passages.  They  should  learn  something 
of  the  great  writers  and  the  different  departments  of  literature. 

37 


COURSE  OF  STUDY 


SUGGESTED  LIST  OF  READERS  FOR   THE  EIGHTH   GRADE 

Williams  Choice  Literature,   (Grammar  Grades  Part  II) 

American  Book  Co.,  Chicago,  111. 

Literary  Readings  (Curry) Rand  McNally  Co.,  Chicago,  111. 

Brooks  Eighth  Reader American  Book  Co.,  Chicago,  111. 

Jones  Eighth  Reader Ginn  &  Co.,  Chicago,  111. 

Parker's  Penny  Classics C.  M.  Parker,  Taylorville,  111. 

Famous  Poems  Explained Hinds,  Noble  &  Eldredge,  New  York 

SUGGESTED  STORIES  SUITABLE  FOR  EIGHTH  GRADES 

The  Hoosier  Schoolmaster.  Silas  Marner. 

The  Sketch  Book,  (Dickens).  Sentimental  Tommy. 

Tom  Sawyer.  With  Sully  in  Sioux  Land. 
Napoleon,  the  Little  Corsican. 

SUGGESTED  POEMS   SUITABLE  FOR  EIGHTH   GRADERS 

O  Captain,  My  Captain,    (Whitman).  Crossing  the  Bar,  (Tennyson). 

Breathes  There  a  Man  (Scott).  Columbus  (Miller). 

The  Daffodils,   (Wordsworth).  Recessional  (Kipling). 

The  Sandpiper,  (Thaxter).  Psslms  XIX  and  XC. 

Spring,  (Shelly).  Lincoln's  Gettysburg  Speech. 

THE  SANDPIPER. 

Suggested  Teaching  "The  Sandpiper." 

Children  in  the  country  and  those  who  have  never  seen  the  sea  will  hav3 
Fome  diJfRculty  in  comprehending  the  poem.  The  teacher  must  therefore  ex- 
plain how  the  author  lived  nearly  all  her  life  on  one  of  the  isles  of  Shoals  off 
the  coast  of  New  Hampshire. 

Get  the  children  to  imagine  a  little  girl  on  a  sandy  ocean  beach  gathering 
the  dry  dift-wood  for  fuel.  Help  them  to  picture  the  slender,  long-legged  bird, 
similar  to  those  that  flit  along  some  of  our  rivers,  running  up  and  down  the 
beach. 

Show  pictures  of  lighthouses,  and  explain  their  use.  Make  them  see  the 
picture  of  the  rising  sun  on  the  sea  shore. 

Have  them  find  out  all  they  can  of  the  life  of  Celia  Thaxter. 

OUTLINE. 

1.  What  is  drift  wood? 

2.  "The  wild  waves  reach  their  hands  for  it."     What  is  the  meaning? 

3.  "The  tide  runs  high."  Explain  tides,  (combine  their  knowledge  of  geo- 
graphy in  this  way  with  their  reading). 

4.  "Make  them  understand  how  just  before  a  storm  the  sandpiper  runs  up 
and  down  the  beach  as  described  here." 

5.  Explain  "sullen  clouds,"  "scud  back  and  forth."  Have  you  ever  watched 
a  storm  come  up?    Describe  it.    What  is  a  lighthouse? 

6.  The  girl  and  the  bird  have  been  together  so  many  times  that  they  know 
each  other  and  have  become  friends.    Why  does  she  shall  him  "comrade?" 

7.  What  lesson  does  the  last  stanza  teach? 

38 


READING— Year  8 


COLUMBUS. 

Suggested  Teachixg  of  "Columbus." 

Have  the  children  find  out  all  they  can  of  the  life  of  Joaquin  Miller. 

Help  them  to  think  of  and  understand  the  dangers  of  the  voyage,  of  how 
the  sailors  thought  the  sea  was  filled  with  awful  monsters.  Tell  them  of  how 
the  sailors  threatened  to  throw  Columbus  overboard  if  he  did  not  take  them 
back  home.     TeJl  of  his  matchless  courage  in  managing  them.     • 

Review  their  knowledge  of  the  voyage  of  Columbus  as  learned  in  their  his- 
tories. 

OUTLINE. 

1.  What  are  the  "Azores?"    Locate  them  and  tell  what  you  know  of  them. 

2.  What  is  the  meaning  of  "mutious'?    To  what  does  it  refer? 

3.  Explain  "He  kept  his  deck  and  peered  thru  darkness." 

4.  In  the  first  part  of  verse  four  notice  his  description  of  a  storm  at  sea. 

5.  Explain  "a  starlit  flag  unfurled." 

6.  "Time's  burst  of  dawn"   (a  new  era  in  the  world's  history). 


6if 


COURSE  OF  STUDY 


Language  and  Grammar 


Perhaps  no  other  thing  the  school  can  do  for  its  pupils  equals  in  importance 
its  training  of  their  ability  to  communicate  with  those  around  them.  In  the 
reading  classes  we  devote  one  or  two  periods  each  day  to  teaching  the  pupil  to 
get  the  thoughts  of  others  from  the  printed  page.  The  language  work  devotes 
one  period  each  day  to  the  other  side  of  the  art  of  communication,  viz.,  that  of 
expressing  one's  ideas  to  others. 

For  years  before  the  pupil  comes  to  school  he  has  been  expressing  himself 
to  others  in  ordinary  conversation.  The  language  course  in  school  aims  to  ex- 
tend this  power,  to  widen  the  child's  vocabulary,  to  improve  the  clearness  with 
which  he  speaks,  and  to  help  him  to  speak  correctly  a  swell  as  clearly;  further 
it  must  teach  the  child  to  express  himself  in  the  ordinary  written  form. 

The  language  work  may  have  at  times  other  aims  combined  with  this  aim. 
that  is,  it  may  do  other  things.  E.  g.,  every  gain  in  ability  to  express  ones  self 
is  an  aid  in  understanding  others,  so  language  helps  reading  and'  the  under- 
standing of  literature.  Again,  every  experience  in  expressing  his  ideas,  i.  e.,  ia 
getting  them  clearly  in  his  own  mind  and  finding  words  for  them,  is  an  exercis3 
in  thinking,  and  increases  his  ability  to  think  and  to  organize  his  ideas.  Further, 
every  gain  in  power  of  expression  is  likely  to  be  of  value  to  the  pupil  in  other 
subjects,  geography,  history,  or  even  arithmetic,  and  the  teacher  frequently 
takes  advantage  of  this  to  correlate  the  language  and  some  other  subject.  But 
after  all  the  teacher  should  ever  remember  that  the  primary  aim  of  language 
work  is  to  teach  the  child  to  express  himself  freely,  clearly,  and  corectly,  both 
orally  and  in  writing. 

In  teaching  the  pupil  to  express  himself  we  must  think  more  than  almosL 
anywhere  else  what  the  child  can  do  and  what  he  wants  to  do.  From  elemen- 
tary school  to  college  the  complaint  has  been  that  the  pupils  are  asked  to  write 
on  topics  they  know  little  about  and  care  little  about.  In  the  actual  experience 
of  life  we  talk  or  write  because  we  have  heard  or  read  or  seen  something  we 
think  will  be  of  interest  to  others.  We  seldom  reverse  the  process  and  look  up 
something  or  listen  to  something  that  we  say  may  get  ready  to  talk  about  it. 
Why  should  we  so  generally  do  this  in  language  class?  Why  should  the  lang- 
uage work  be  almost  always  something  of  story,  or  poem,  brought  in  from  out- 
side the  school  work  or  even  the  pupil's  experience,  just  to  get  "something  for  a 
language  lesson?"  Why  not  instead  make  use  of  the  facts  gained  in  some  other 
lesson  or  in  the  pupil's  experience  outside  schools.  This  will  not  only  furnish 
natural  and  interesting  material  for  language  but  will  enable  the  language 
work  to  reinforce  the  work  of  other  subjects. 

40 


LANGUAGE  AND  GRAMMAR— Year  1 


FIRST  AND  SECOND  GRADES. 

The  language  work  of  these  grades  will  consist  mainly  of  two  kinds — 
Stories  and  their  reproduction. 

Conversations  between  teacher  and  pupil  regarding  things  already  ex- 
perienced by  the  pupils,  or  regarding  experiences  teacher  and  pupil 
have  together,  as  the  study  of  objects  or  pictures. 

From  two  to  three  times  a  week  the  teacher  should  tell  to  the  pupils  some 
story.  It  may  be  a  story  from  child  literature,  like  ''Three  Bears,"  or  "Red 
Riding  Hood,"  or  it  may  be  a  story  from  history,  physiology,  or  nature  studN^. 
In  preparing  the  story  the  teacher  will  need:  — 

To  get  in  mind  the  essential  points  of  the  story  and  in  the  right  ordev. 
To  choose  a  simple  and  clear  wording  for  them. 
To  be  careful  to  use  correct  English. 

Until  she  has  had  considerable  experience  in  telling  stories  to  pupils,  she 
would  better  practice  the  story  over  to  herself  before  she  undertakes  to  present 
it  to  pupils. 

It  may  be  necessary  at  first  to  tell  a  story  twice  to  the  class  before  they  can 
do  much  in  reproducing  it.  In  the  reproduction  of  it  the  pupils  will  often  need 
to  be  helped  by  questions  and  suggestions,  and  frequently  a  sentence  or  two  will 
need  to  be  regiven  by  the  teacher  in  the  midst  of  the  reproduction.  Often  a  sen- 
tence or  paragraph  or  section  of  the  story  which  has  been  picked  up  in  a  strag- 
gling way,  a  fragment  from  one  pupil,  a  few  words  more  from  another,  will 
need  to  be  retold — all  put  together — by  some  one  pupil  before  going  on  with  the 
story.  It  is  well  for  the  teacher  to  remember  that  this  part  of  the  work  needs 
to  be  as  carefully  prepared  for,  by  her  as  the  telling  of  the  story. 

For  the  conversation  between  teacher  and  pupil  in  language  class  the  com- 
mittee does  not  like  to  suggest  any  certain  subjects.  Much  freedom  must  be  left 
here  to  the  ingenuity  of  the  teacher.  Almost  anything  that  will  interest  the 
children  and  get  them  to  talking  will  serve  the  purpose  at  this  point,  tho  of 
course  the  topics  presented  will  aim  also  to  be  instructive,  to  get  the  pupil  to 
observe  the  things  in  nature  and  in  society  around  them,  and  to  furnish  a  basis 
later  for  geography,  history,  civics,  literature,  etc.  They  may  be  on  subjects 
or  incidents  familiar  to  the  children,  or  simple  nature  lessons  like  the  differ- 
ences between  summer  and  winter,  fall  and  spring,  or  on  the  various  shapes  of 
land  and  water  seen  after  a  shower.  (See  suggestive  lessons  at  close  of  first 
year  in  this  course.) 

Pictures  are  often  used  for  this  purpose.  The  picture  to  use  as  the  basis  of 
a  language  lesson  is  not  generally  the  picture  of  some  one  person,  animal,  or  ob- 
ject. To  furnish  suggestions  for  talking,  a  picture  should  present  several  ob- 
jects, persons  or  animals;  if  there  is  some  central  object  in  the  picture  around 
which  the  rest  of  the  picture  naturally  groups  itself,  this  will  help  or  can  be 
made  to  help  the  pupil  in  organizing  his  account  of  what  he  sees  in  the  picture. 
The  picture  for  this  purpose  should  present  too  "something  going  on"  as  p, 
means  of  stirring  up  the  pupil's  imagination — of  getting  them  to  thinking  and 
telling  what  probably  happened  just  before  and  what  will  likely  happen  after 
what  they  see  in  the  picture.  After  they  have  had  some  practice  in  this  they 
may  be  able  to  make  up  quite  a  story  based  on  a  well-chosen  picture.  The 
picture  once  selected  the  teacher  will  need  to  study   it,  find  in   it  the  things 


41 


COURSE  OF  STUDY 


which  she  wishes  the  pupils  to  observe,  plan  the  questions  she  will  ask  to  get 
them  to  observe  and  to  talk,  decide  on  the  order  in  which  she  will  ask  tne 
questions.  Among  the  best  pictures  for  these  purposes  are  often  those  in  the 
lower  books  of  almost  any  standard  series  of  readers;  others  can  be  found  in 
the  teachers'  magazines,  children's  story-books  or  magazines,  on  tablet  covers, 
or  'n  the  general  magazines. 

Written  composition  begins  with  the  copying  on  the  board  of  words  placed 
there  in  script  by  the  teacher.  Soon  if  not  from  the  very  first  this  copy  is  a  sen- 
tence of  one  or  two  words  with  its  capital  and  period  or  a  little  later  its  ques- 
tion mark;  as  soon  as  any  punctuation  appears  in  the  copy  it  should  be  repro- 
duced by  the  pupil.  This  would  soon  be  followed  by  copying  on  paper  from  a 
copy  on  their  paper  or  on  the  board.  One  of  the  early  copies  each  pupil  likes  to 
work  at  is  his  own  name.  Soon  after  the  class  begins  to  read  from  print  in 
their  readers,  they  will  begin  writing  in  script  occasional  short  sentences  from 
the  reader.  In  all  this  copying  or  transferring  of  print  to  script  the  pupil 
should  be  required  to  observe  every  capital  and  punctuation  mark;  if  this 
turns  out  to  be  too  much  to  ask,  it  merely  means  that  too  difficult  a  copy  has 
been  chosen,  for  the  punctuation  is  a  part  of  the  writing  and  should  be  from 
the  beginning. 

Among  the  earliest  of  the  "rules"  to  be  taught  to  the  pupil  are  the  capital 
I  and  the  capital  O. 

By  the  end  of  the  first  year  the  pupil  should  be  able  to  write  his  name  and 
P.  O.  address,  to  put  into  script  short  sentences  from  his  reader,  punctuation  in- 
cluded, and  to  write  easy  sentences  dictated  by  the  teacher. 

Literature. — The  literature  for  these  grades  will  be  in  addition  to  the 
stories  told  them  for  reproduction,  stories  and  poems  read  to  them  by  the 
teacher,  and  gems  of  poetry  and  prose  memorized  by  them  thro  frequent  oral 
repetition.  The  distinction  between  stories  read  to  them  and  stories  to  be  told 
to  them  will  be  seen  at  once  if  we  think  of  some  selection  like  Hiawatha.  Parts 
of  it  can  be  read  to  them  and  they  can  understand  it  (with  an  occasional  word 
of  explanation  by  the  teacher)  and  be  interested  in  it.  Other  parts  of  it  can- 
not be  read  to  them  to  advantage,  but  must  be  read  by  the  teacher  and  retold 
in  simplier  language.  Still  other  parts  of  it  cannot  be  presented  to  lower 
grades  to  advantage  at  all. 

"In  order  to  increase  and  improve  the  pupil's  stock  of  words  and  phrases, 
to  develop  his  perception  of  the  sublime  and  tne  beautiful,  let  him  during  every 
month  of  his  schol  life  learn  choice  poems  and  pieces  of  iterature  by  heart.  In 
the  lower  grades  these  may  be  taught  by  the  teacher's  repeating  them  to  the 
class  until  they  are  mastered.  By  frequent  repetitions  keep  fresh  in  mind  selec- 
tions already  mastered,  not  allowing  pupils  to  forget  the  old  ones  when  new  on'?s 
are  learned."  It  may  be  added  that  to  accomplish  these  results,  i.  e.,  to  increase 
the  pupil's  vocabulary  and  help  him  to  appreciate  the  beautiful,  the  meaning 
as  well  as  the  words  must  be  clear  to  him. 


42 


LANGUAGE  AND  GRAMMAR—Year  1 


TOPICS   FOR   DISCUSSION    IN    LOWER    GRADES. 

The  topics  suggested  are  those  in  which  children  and  teachers  may  make 
observations  together  and  get  the  facts.  Teachers  should  use  topics  from  this 
list  or  others  which  are  especially  adapter  for  the  locality  in  which  they  are 
teaching.  Be  sure  the  facts  given  are  true.  Objects  should  be  studied  in  the 
school  room  whenever  practicable. 

Fall.— B.ome,  members  of  the  family.  Domestic  animals  as  cat,  dog,  horses, 
cow,  fowls.  Wild  animals  as  rabbits,  badger,  gopher,  fox,  prairie  hens,  geese, 
meadow  lark.  Occupations  as  butter  making,  blacksmith,  carpenter,  harvest- 
ing, threshing,  flour  mills,  merchant.  Preparation  for  winter  of  man,  plants, 
trees,  animals,  migration  of  birds.  Distribution  of  seeds  by  wind,  water,  ani- 
mals, birds,  man. 

A  type  lesson,  "The  Cat,"  is  given.  In  a  similar  manner  the  other  animals 
may  be  studied  and  discussed. 

THE  CAT. 

Of  what  use  is  the  cat?     (Catches  mice.) 

How  is  she  fitted  for  this  work?  Look  at  her  feet.  (Claws  are  sharp  and 
hooked.) 

Do  they  touch  the  floor  when  she  walks?    Why  not?     (She  draws  them  up.) 

What  else  do  you  notice  about  the  cat's  feet?     (She  has  cushions  on  them.) 

How  do  these  help?  (She  walks  noiselessly.)  The  claws  are  kept  from 
being  broken  or  dulled. 

How  does  she  sharpen  her  claws?  (She  scratches  on  trees  or  other  wood  jr 
sometimes  on  Mother's  rugs. 

How  does  the  cat  know  there  is  a  mouse  near?     (Hears  it  gnawing.) 

A  child  may  go  into  the  hall  or  wardrobe  and  scratch  as  a  mouse  gnaws. 

Watch  the  cat's  ears,  tail,  position  of  body,  expression  of  face.  Do  it  again, 
what  does  she  do? 

Sometimes  the  cat  wishes  to  go  into  a  hole  when  hunting.  How  does  she 
measure  the  size  of  the  hole.  (The  feelers  or  whiskers  measure  for  her.  Any 
hole  which  is  so  large  that  the  whiskers  do  not  touch  the  sides  is  large  enough 
for  the  body  to  pass  through.) 

Did  you  ever  see  a  cat  start  into  a  hole  and  back  out?    Why  did  she?  ? 

How  else  may  the  whiskers  help  besides  measuring?  (They  help  her  as 
she  moves  about  in  the  dark.) 

Notice  the  cat's  eyes  in  the  day  time.  When  it  is  getting  dark.  How  do 
they  differ?  (At  night  the  curtains  open  wide  so  all  the  light  possible  may  get 
in.) 

Look  at  Kitty's  teeth.  What  are  the  small  front  ones  for?  (For  nipping 
grass  and  catnip.    What  are  the  long  ones  for?    The  back  one^? 

How  does  Kitty  drink?  (She  laps  the  milk  or  water.  Her  tongue  is  like 
a  little  spoon.)  How  does  she  get  the  dish  so  clean  from  which  she  eats?  (Her 
tongue  has  tiny  hooks  on  it  pointing  back.)     Look  at  it. 

Does  anything  harm  Kitty?     (Dogs  and  sometimes  people.) 

How  does  she  get  away  from  the  dogs?     (She  climbs  a  tree  if  possible.) 

43 


COURSE   OF  STUDY 


What  helps  her  to  do  this?  (Her  sharp  hooked  claws.)  Can  a  dog  climb  a 
tree?  ^%Vhy  not?    If  Kitty  sees  no  tree,  what  will  she  do? 

How  does  the  cat  ask  you  to  open  the  door  for  her?  How  does  she  ask  for 
a  bit  of  fresh  meat?  How  does  she  tell  you  that  she  is  happy?  What  does  she 
do  after  dinner?  (Washes  herself  and  takes  a  nap.)  Can  a  cat  be  taught  to 
obey? 

How  does  she  wash  her  babies?  How  does  she  carry  them?  How  does  she 
train  them  to  mind  her? 

STORIES. 

"The  Cat  That  Walked  by  Himself,"  Kipling's  "Just  So  Stories,"  "Why 
Kitty  Washes  After  Dinner."  POEMS,  "Gingham  Dog  and  Calico  Cat,"  "Sugar 
Plum  Tree,"  Field. 

WINTER. 

Snow  stars,  uses  of  snow.     Length  of  day  and  night  (compare  with  length 

during  summer.) 

Means  of  telling  direction.     Winter  sleep  of  animals  (hibernation.) 

Coats  of  animals   (thickness  and  color.)     Appearance  of  trees  now.     Coal 

mining,  wood  cutting. 

TYPE    LESSOX    OX    THE    RABBIT.        (CO]\[.\rOX    HARE.) 

Tracks  are  sometimes  seen  as  children  come  to  school  on  a  sunny  winter 
morning.     What  has  made  them?     (Cats,  dogs,  rabbits,  mice.) 

How  may  we  tell  the  rabbit  tracks?  Draw  a  picture  on  the  board.  If  they 
cannot  let  them  look  again.  Notice  position  of  tracks.  (The  two  front  feet 
strike  together  and  the  two  hind  feet  come  each  side  and  a  little  ahead  of  the 
front  feet.) 

Which  legs  hfelp  most  in  hopping?  (The  hind  legs.)  Why  do  they?  (They 
are  longer  and  stronger.)  Did  you  ever  watch  a  rabbit  go  up  the  hill?  (He 
goes  up  as  easily  as  down  because  of  the  strong  hind  legs.) 

What  enemies  has  the  rabbit?  (Dogs,  cats,  men.)  Why  do  his  eyes  help 
him  escape?  (Because  of  position  for  he  can  see  all  around  without  turning 
his  head.)  What  does  he  turn?  (His  eyes.)  What  else  helps  Bunny  know  that 
a  dog  is  coming?  His  ears,  (They  are  long  and  easily  moved  so  he  may  catch 
the  sound.)  Notice  position  of  ears  when  he  is  running.  Down  on  back?  Why? 
(So  they  may  not  be  in  the  way  as  he  goes  under  fences,  through  bushes,  etc.) 

What  else  helps  Bunny  escape  from  his  enemies?  (Color  of  his  coat.)  In 
summer  it  is  a  brownish  gray,  the  color  of  the  fields,' bushes,  trees;  in  winter  it 
is  the  color  of  the  snow. 

Sometimes  when  a  dog  is  chasing  Bunny,  she  makes  a  quick  turn.  The  dog 
can  not  turn  as  quickly  and  the  rabbit  gets  some  distance  ahead  and  gains  time. 

Does  the  rabbit  harm  anything?  (Eats  vegetables  in  the  garden  and  in 
winter  bark  on  young  trees.)  Does  this  harm  the  tree?  (It  kills  them  if  he 
gnaws  all  around.  It  prevents  the  sap  from  passing  from  the  roots  to  the 
branches  and  leaves.  On  many  fruit  farms,  rabbit  fences  are  built  to  proter;t 
the  young  trees  from  rabbits. 

44 


LANGUAGE  AND  GRAMMAR— Year  2 


What  kind  of  teeth  must  Bunny  have  to  be  able  to  gnaw  bark  on  trees? 
(Sharp  and  long.)     See  if  they  are. 

Are  all  the  teeth  sharp  and  long?  Examine  the  teeth  of  a  tame  rabbit  IP 
possible.  The  gnawing  of  bark  wears  the  teeth  off,  but  they  keep  growing  out. 
What  would  happen  if  one  of  these  long  teeth  should  be  broken?  (The  one 
opposite  would  grow  out  long  like  a  tusk,  and  the  rabbit  could  not  eat. 

The  nest  and  care  of  young  are  interesting.  The  story  of  Raggylug  may 
be  told. 

SPRING. 

Awakening  of  trees,  plants,  animals.  Return  of  birds,  nest  ,food,  eggs,  care 
of  young.  Uses  of  sun,  rain,  soil,  air.  Preparation  of  soil  in  gardens,  and 
fields.  Seeding,  haying,  work  of  running  water.  Study  work  of  water  after  a 
heavy  rain.    See  divisions  of  land  and  water  as  shown  in  a  muddy  road. 

SECOND  YEAR. 

The  oral  work  of  the  second  year  is  a  continuation  of  that  of  the  first  year, 
the  advance  being  in  the  length  of  the  stories  and  the  complexity,  and  in  the 
fullness  of  detail  and  degree  of  organization  expected  from  the  pupil.  The  re- 
telling of  the  longer,  more  complicated  stories  may  be  assisted  by  placing  on 
the  board  a  series  of  questions  similar  to  those  used  already  in  oral  work.  It  is 
not  alone  stories  told  by  the  teacher  that  furnish  material  for  the  language  per- 
iod; frequently  a  lesson  presented  in  oral  hygiene,  nature  study,  elementary 
sociology,  or  history  earlier  in  the  day  or  on  some  previous  day,  may  be  brought 
over  to  the  language  period  for  a  full  reproduction.  The  language  period  can 
occasionally  with  profit  to  both  language  and  number  be  given  to  increasing 
the  accuracy  and  fullness  of  the  pupil's  statement  and  explanation  of  his  num.- 
ber  work. 

SECOND   YEAR— WRITTEN   WORK. 

The  second  year  should  continue  the  written  work  of  the  first  year — there 
should  be  short  sentences  to  be  written  from  dictation,  the  copying  of  script 
from  the  board,  the  writing  in  script  of  short  sentences  from  the  reader,  and  in 
all  this,  the  pupil  is  to  be  held  responsible  for  reproduction  of  capitals  and 
punctuation.  In  addition  this  garde  is  gradually  to  introduce  other  exercises  in 
written  composition. 

The  copying  of  sentences  from  the  board  with  blanks  to  be  filled  in  by  the 
pupil.  The  blanks  may  call  for  is  or  are,  was  or  were,  or  similar  choice  of 
words;  or  they  may  require  the  pupil  to  fill  out  from  the  facts  discussed  in 
some  other  or  earlier  lesson.  E.  g.,  after  a  conversation  about  the  seasons,  the 
following  sentences  might  be  used:     The  trees  get  their  leaves  in  the. . . .    The 

trees  lose  their  leaves  in  the We  have  snow  in It  is  warmest 

in The  seasons  are ,   ,   ,  and 

The  pupils  may  write  answers  to  a  series  of  questions  placed  on  the  board. 

Later  in  the  year  when  a  longer  series  of  questions  is  used  in  this  way, 
the  teacher  may  help  the  pupil  divide  his  story  or  written  lesson  into  para- 

45 


COURSE  OF  STUDY 


graphs,  by  dividing  her  questions  into  the  same  grouping  in  paragraphs  as  she 
expects  in  the  pupils'  answers. 

Letter-writting  may  begin  in  this  grade.  One  way  would  be  for'  the 
teacher  to  place  en  the  board  a  letter  which  could  be  used  as  a  reading  lesson. 
She  should  be  especially  careful  to  have  her  letter  in  excellent  form,  and  should 
help  the  pupils  to  notice  the  form  and  punctuation.  Then  after  this  had  been 
done  two  or  three  times,  teacher  and  pupils  might  together  write  out  a  letter. 
Then  the  pupils  might  with  the  aid  of  heading  and  salutation  placed  on  the 
board  write  a  letter  of  two  to  five  sentences  to  their  teacher  or  tneir  parents. 


THIRD  YEAR. 

There  is  no  sudden  change  at  this  or  at  any  other  point,  but  in  general 
intermediate  work  as  compared  with  primary  will  offer  more  written  work, 
more  frequent  and  longer  drills,  more  independent  work  in  memory  gems  and 
reproductions,  and  more  definite  helps  to  pupils  in  learning  to  organize  their 
ideas  for  oral  or  written  composition. 
The  aims  are  as  before — 
Freedom  of  expression. 
Clearness  of  expression. 
Correctness  of  expression. 
The  first  two  of  these  are  to  be  secured  thru — 

The  pupil's  having  something  to  say;   that  is,  his  knowing  something 
about   the  subject   in  question  and   having  confidence   in   its   being 
worth  saying. 
The  pupil's  possession  of  the  necessary  vocabulary;  that  is,  knowing  the 

words  and  the  use  of  the  words  needed  to  express  this  knowledge. 
Practice  in  organizing  his  ideas  so  as  to  state  them  clearly. 
The  something  to  say  can  be  gotte  nfrom  a  story  read  or  told  to  them  by  the 
teacher  and  now  to  be  reproduced  by  them;  it  can  by  the  time  the  pupils  are  in 
the  third  grade  be  a  story  read  by  the  pupil  himself  in  reader,  library  book  or 
elsewhere;  it  can  be  what  has  been  observed  in  object-lesson,  field-trip,  or  on 
the  way  to  school;  it  can  be  from  the  material  presented  in  the  hygiene,  nature 
study,  geography  or  other  lesson, — any  of  these  now  brought  over  to  the  lang- 
uage period  that  the  way  of  the  telling  may  be  emphasized. 

"The  best  ways  to  add  to  one's  stock  of  words  are  to  listen  to  good  talkers, 
to  read  good  books,  and  to  commit  to  memory  passages  of  prose  and  poetry  that 
are  really  worthy."  The  best  talker  the  pupil  ordinarily  hears,  at  least  the  only 
one  over  whom  the  school  has  control  is  the  teacher;  so  the  teacher  must  j-e 
careful  that  his  own  choice  of  words  and  use  of  words  is  such  that  the  pupil 
may  imitate  to  advantage — imitate  the  pupil  surely  will,  be  the  example  good  or 
bad.  Poems  and  prose  suitable  for  memorized  should  be  studied  by  teacher  and 
pupils  until  the  pupils  understand  and  can  read  it  well;  then  they  are  ready  *g 
memorize  it.  The  memory  gems  thus  learned  are  by  no  means  confined  to  those 
named  in  the  language  course.  We  frequently  come  upon  a  fine  selection  in  the 
reading  lesson,  or  in  getting  up  the  program  for  some  holiday,  or  even  in  con- 

46 


LANGUAGE  AND  GRAMMAR— Year  3 


nection  with  the  nature  study,  history,  or  other  lesson;  by  all  means  let  the 
pupils  learn  it,  especially  if  it  be  a  selection  that  the  pupils  themselves  enjoy. 
One  school  man  criticises  the  old  course  on  the  ground  that  the  pupils  should 
choose  their  own  gems;  true,  but  the  Course  names  one  selection  for  each 
month,  leaving  teacher  and  class  to  choose  the  other  one  to  three  selections  a 
class  should  learn  each  month. 

Correctness  is  a  third  part  of  the  aim  in  language.  It  is  perhaps  less  im- 
portant than  the  other  two — certainly  has  to  wait  for  its  emphasis  until  the 
pupils  speak  with  some  degree  of  freedom  and  clearness,  but  as  we  advance 
from  the  third  to  the  fifth  grades  correctness  of  expression  comes  forward  for 
an  increasing  share  of  attention. 

THIRD  YEAR— FIRST  MONTH. 

Literature — September,  to  be  memorized.  Each  month  the  teacher  should 
read  to  the  pupils  selections  from  readers,  library  books,  etc.  These  should  be 
easier  selections  than  those  studied  by  the  class,  and  to  make  it  a  valuable  and 
interesting  exercise,  the  teacher  must  prepare  for  it  possibly  by  rehearsing  the 
selection  to  herself  before  attempting  to  give  it  to  the  class. 

Composition — Three  or  four  stories  for  reproduction — sometimes  the  repro- 
duction guided  by  questions  placed  on  the  board.  Drill  on  correct  use  of  there 
and  their;  to,  too,  two. 

SECOND  MONTH. 

Literature — October's  Bright  Blue  Weather. 

Composition — As  last  month,  but  in  neither  month  should  the  oral  or  writ- 
ten compositions  be  confined  to  the  language  class  stories.  Take  a  nature  study 
or  history  or  other  lesson  as  material  for  language  work  ocassionally.  Use  3f 
teach  and  learn,  of  and  off. 

THIRD  MONTH. 

Literature — Whittier's  Corn  Song.  Read  to  pupils  other  essay  pieces  from 
Whittier. 

Composition — Correct  use  of  see  and  saw,  did  and  done.  When  pupils  write 
these  exercises  or  those  of  other  months  require  in  every  exercis  straight  mar- 
gins, punctuation  and  correct  spelling.  Continue  oral  and  written  reproduc- 
tion of  stories  and  material  from  other  lessons;  when  the  reproduction  is  writ- 
ten from  questions  placed  on  the  board  the  teacher  should  provide  for  para- 
graphing by  grouping  in  paragraphs  the  questions  whose  answers  are  to  make 
up  the  respective  paragraphs  in  the  pupil's  story. 

FOURTH  MONTH. 

Literature — Lowell's  First  Snowfall.  Memorize  top  some  easy  poem  the 
pupils  select  from  the  reading  lesson,  or  a  few  verses  from  the  Bible  story  of 
Christmas.     Read  Longfellow's  Two  Angels. 

47 


COURSE  OF  STUDY 


Composition — If  this  month  falls  in  December  or  near  it,  part  of  the  oral 
and  written  work  will  center  around  Christmas;  part  will  come  from  the  other 
work  of  the  school.  Drill  on  use  of  I  and  me,  he  and  him,  she  and  her.  Notice 
the  danger  points,  e.  g.,  pupils  practically  never  say  "Me  did  the  work,"  tho 
many  of  them  say,  '"John  and  me  did  it."  One  device  is  to  ask  two  pupils  to 
stand,  and  then  in  answer  to  your  question,  Who  are  standing,  get  as  great  a 
variety  of  replies  as  you  can;  e.  g.,  Mary  and  John  are  standing,  Mary  and  he 
are  standing.  She  and  John  are  standing,  She  and  he,  they  from  other  pupils 
about  those  standing;  or  from  the  two,  such  answers  as,  John  and  I  are  stand- 
ing, Mary  and  I  are  standing.  He  and  I,  She  and  I,  We,  We  two.  We  pupilo. 
Work  out  a  variety  of  these  drills;  e.  g.,  ask  pupils  to  go  to  the  board  and  write 
what  they  did,  getting  the  same  group  of  beginnings  for  the  sentences,  as  John 
and  I  came  to  the  board,  We  came,  He  and  I,  etc.  Or  ask  what  pupils  went  to 
the  board,  what  pupils  left  the  room,  etc. 

FIFTH  MONTH. 

Literature — Stevenson's  Winter  Time.  Let  the  pupils  learn  also  one  or  two 
short  prose  quotations,  proverbs. 

Composition — Continue  drills  on  pronouns,  emphazing  they  or  them,  we  or 
us.  Notice  the  remarks  of  the  pupils  at  recess  or  at  play,  and  give  exercises  to 
afford  them  practice  in  the  right  forms  in  place  of  any  incorrect  forms  they  use. 
Do  not  confine  the  language  work  to  the  memory  gem  and  drills,  but  have  orU 
and  written  composition  as  frequently  as  possible. 

SIXTH  MONTH. 

Literature — Longfellow's  Children's  Hour.  Read  to  the  pupils  two  or  thne 
other  poems  of  Longfellow's. 

Composition — For  reproduction  read  or  tell  incidents  from  the  life  of  Long- 
fellow. If  this  month's  work  falls  in  February,  many  conversations  and  written 
lessons  will  center  around  the  celebrations  of  the  month.  See  history  course 
for  suggestions.  Teach  the  use  of  the  comma  in  series,  as  in,  "The  seasons  are 
spring,  summer,  fall,  and  winter."  Also  comma  with  name  of  person  spoken  to, 
as  in,  John,  will  you  close  the  door? 

SEVENTH  MONTH. 

Literature — Bryant's  March. 

Composition — Tell  various  stanzas  of  the  above  poem  in  pupil's  own  words. 
Conversations  based  on  the  nature  study  work  of  the  farm  work  of  this  season. 
Drill  on  use  of  very  and  awful,  good  and  well. 

EIGHTH  MONTH. 

Literature — Tennyson's  Sweet  and  Low;   Anderson's  Ugly  Duckling. 
Composition — Conversations  about  the  Ugly  Duckling,  or  nature  study  or 
elementary  sociology    (see  these  courses  for  suggestions.)     Teach  use  of  this 

48 


LANGUAGE  AND  GRAMMAR— Year  4 


that,  these  and  those.  If  you  have  heard  the  pupils  using  such  expressions  as 
them  bocks,  these  kind  of  apples,  etc.,  teach  the  correct  form  and  give  some 
practice  in  its  use. 

NINTH  MONTH. 

Literature — The  Brook,  to  be  read  in  full  and  parts  to  be  memorized. 

Composition — Every  month  should  review  in  its  work  the  work  of  preceding 
months  and  this  is  especially  true  of  the  month  that  ends  any  year's  work. 
Have  at  least  one  composition  in  writing  requiring  division  into  paragraphs, 
the  teacher  furnishing  the  outline.  Review  especially  the  practice  in  the  use 
of  pronouns. 

FOURTH   YEAR. 

The  work  of  this  year  continues  the  iDractice  in  oral  and  written  reproduc- 
tions. There  is  special  emphasis  on  collecting  around  each  main  point  its  re- 
lated details,  and  in  written  work  this  means  special  emprasis  on  paragraph- 
ing. The  form  as  to  margins  and  indentions  should  be  pretty  well  mastered  by 
the  end  of  this  year.  Language  drills  for  this  year  continue  practice  in  use  of 
pronouns  and  take  up  drills  in  the  correct  use  of  irregular  verbs.  The  letter- 
writing  of  this  grade  includes  the  addressing  of  envel^opes,  writing  of  short 
business  letters  such  as  those  ordering  goods;  also  the  writing  of  informal 
notes  of  invitation,  etc. 

FIRST  MONTH. 

Reproduction  of  stories  told  them  expressly  for  language  work,  or  of  stories 
told  or  facts  observed  in  other  subjects.  Let  the  teacher  place  on  the  board 
a  question  outline  as  suggested  for  last  year.  Later  let  her  use  at  times  a 
topical  outline;  in  written  work  each  paragraph  of  questions  or  each  general 
heading  of  the  topical  outline  indicates  the  material  for  one  paragraph  of  the 
pupil's  composition. 

Review  the  drills  in  use  of  pronouns  (See  any  good  language  book  for  sug- 
gestions. Badlam's  Suggestive  Lessons  in  Language,  Heath  &  Co.,  50c,  is  one 
good  one  for  the  teacher's  use.)  Teach  the  formation  of  plurals  under  the  gen- 
eral rule  of  adding  an  s  or  es.    Help  them  to  develop  their  own  rule. 

Read  and  explain  Whittier's  Barefoot  Boy;  memorize  parts  of  it. 

SECOND  MONTH. 

Continue  reproductions  of  stories  or  material  from  other  lessons  or  possibly 
sometimes  a  story  or  composition  based  on  a  picture.  Let  the  teacher  put  on 
the  board  the  three  or  four  or  five  general  headings  she  expects  to  use  for  some 
written  reproduction,  and  have  the  pupils  in  their  preparation  choose  and  fill  in 
under  these  main  heads  the  proper  sub-heads  or  details.  In  class,  the  teacher 
and  pupils  together  work  out  the  best  order  and  selection  of  these  sub-heads. 
Then  the  story  is  told  from  this  outline  and  possibly  for  the  next  day  it  is  writ- 
ten. 

Drills  on  pronouns  in  such  sentences  as,  It  was  I  who  did  it;  It  was  they  (or 
Mary  and  he)  who  were  there. 

49 


COURSE  OF  STUDY 


Plurals  of  words  ending  in  y,  f,  or  fe.  (Using  only  such  words  as  the  pupils 
now  need  or  soon  will  need.) 

Literature — Field's  Dutch  Lullaby. 

THIRD  MONTH. 

Put  on  the  board  a  form  of  a  letter  ordering  goods  (carefully  margined  and 
punctuated) ;  let  the  pupils  copy  or  let  them  write  a  similar  letter  to  some  other 
firm  ordering  some  other  item  of  goods.     Insist  on  accuracy  of  form. 

If  this  month  falls  in  November  much  of  the  reproduction  work  will  center 
around  the  Pilgrims  and  Thanksgiving;  if  not,  go  to  the  nature  study,  or  ele- 
mentary sociology,  or  physiology  for  material. 

Drills  on  irregular  verbs  begin  to  receive  emphasis;  select  one  or  two  your 
pupils  frequently  misuse,  possibly  saw  and  seen,  come  and  came.  See  language 
books  for  suggestions. 

Plurals  continued,  bringing  in  many  illustrations  from  words  in  the  ac- 
quaintance and  use  of  the  pupils. 

Literature — The  Village  Blacksmith. 


FOURTH  MONTH. 

Verb  drills  continue  with  emphasis  on  broke  and  broken,  spoke  and  spoken. 
It  is  understood  that  the  verbs  mentioned  for  any  month  are  merely  suggestive 
and  if  your  pupils  seldom  make  mistakes  in  the  use  of  those  suggested,  replace 
them  with  others  or  with  other  language  work  that  are  problems  for  your  pupils. 

Business  letters  continued,  ordering  two  or  three  things  instead  of  one  and 
possibly  enclosing  P.  O.  money  order  or  bank  draft  in  payment. 

Have  at  least  two  full  oral  reproductions  of  stories  or  other  material,  and 
one  written, — more  if  time  permits. 

Literature — Thaxter's  The  Sparrows. 


FIFTH  MONTH. 

Study  the  parts  of  a  letter  and  the  folding  of  letters  and  addressing  of  en- 
velopes. In  verb  drills  this  month  emphasize  drove  and  driven,  rode  and  ridden, 
went  and  gone.  (One  device  used  is  to  place  on  the  board  the  three  principal 
parts  of  several  verbs  including  the  verbs  to  be  used  that  day.  Without  giving 
the  grammatical  names  of  these  principal  parts  tell  the  pupils  that  when  we  are 
talking  about  something  that  was  done  in  time  gone  by,  if  we  use  have,  had,  or 
has  we  use  with  it  the  third  form,  but  if  we  wish  to  tell  of  the  action  in  one 
word  we  use  the  second  form  always.  Then  the  teacher  presents  a  series  of 
sentences  using  various  forms  of  some  verb,  as  in  I  saw  the  bird.  I  see  the 
bird.  I  have  seen  the  bird.  I  shall  see  the  bird.  He  had  seen  the  bird,  etc. 
The  pupil  is  taught  to  give  some  other  sentence  with  the  corresponding  form 
as  in  the  following: 

50 


LANGUAGE  AND  GRAMMAR— Year  4 


TEACHER 

I  see  the  bird. 

I  saw  the  bird. 

You  may  see  the  bird. 

I  had  seen  the  bird. 

We  have  seen  the  bird. 

They  will  see  the  bird. 

He  has  seen  the  bird,  etc. 


PUPIL 

I  drive  the  team 

I  drove  the  team. 

You  may  drive  the  team. 

I  had  driven  the  team. 

We  have  driven  the  team. 

They  will  drive  the  team. 

He  has  driven  the  team,  etc. 


Literature — Selections  from  Snowbound;    Psalm  CXXI. 

SIXTH  MONTH. 

Business  letters  continued,  asking  for  correction  of  errors  in  bills,  errors 
in  shipping  as  sending  of  wrong  goods,  etc. 

Irregular  verb  drills  continued,  reviewing  frequently  those  already  studied 
and  adding  flew  and  flown  and  two  to  four  others  that  make  trouble  for  your 
pupils. 

The  reproduction  work  this  year  has  taught  the  pupils  to  talk  or  write  from 
an  outline,  either  question  or  topical,  and  to  paragraph  according  to  it.  Durin-^ 
the  remainder  of  the  year  there  should  be  frequent  "study  recitations"  where 
teacher  and  pupils  work  together  in  the  making  out  of  outlines.  See  second 
and  third  months  for  suggstions.  Let  the  pupils  problem  in  study  period  be 
sometimes  the  making  of  a  list  of  a  dozen  to  twenty  points  that  ought  to  be 
told  in  telling  the  story,  and  class  time  be  devoted  to  organizing  these.  Another 
time  let  the  teacher  place  on  the  board  the  fifteen  or  twenty  items,  and  the 
pupil  find  three  to  five  general  headings  under  which  to  group  them  and  then 
group  the  items  under  these  headings.  In  any  case  the  recitation  period  should 
generally  begin  with  some  discussion  of  these  outlines  and  improvement  of 
them;  then  the  pupils  may  tell  the  story  or  recite  the  facts  observed  using  their 
outline  as  a  basis,  or  may  have  for  next  day's  assignment  the  writing  up  of  a 
composition  using  their  outline  as  a  basis. 

Literature — Holmes,  Old  Ironsides. 

SEVENTH  MONTH. 

Irregular  verbs  continued,  with  reviews  and  special  drill  on  began  and  be- 
gun, ran  and  run,  sang  and  sung,  drank  and  drunk. 

In' the  oral  and  written  work  of  all  subjects  emphasize  organization  of  the 
facts. 

Have  two  or  three  letters  written,  answering  advertisements  for  "Help 
wanted,"  e.  g.,  some  one  has  advertised  for  an  office  boy — let  pupils  write  an 
application  for  the  place. 

Literature — Hood's  I  Remember,  I  Remember,  memorized;  read  to  the  class 
story  of  Joseph. 

EIGHTH  MONTH. 

Irregular  verbs  for  this  month  are  ate  and  eaten,  write  and  written,  and 
the  forms  of  two  other  verbs  you  have  heard  your  pupils  misuse.  Do  not  con- 
fine the  drills  to  one  or  two  devices;     look  at  all  the  language  books  available 


51 


COURSE   OF  STUDY 


and  use  all  the  devices  and  drills  you  think  likely  to  be  helpful  to  your  class. 
Do  n^t  however  adopt  the  plan  of  putting  incorrect  forms  on  the  board  for  your 
pupils  to  correct. 

Stories  have  probably  been  the  basis  of  most  of  the  reproductions  thus  far. 
This  month  try  the  plan  several  times  of  having  the  class  write  up  the  fads 
observed  in  a  nature  study  lesson,  or  the  analysis  of  a  problem  in  arithmetic, 
or  the  summary  of  a  geo2"iaphy  lesson 

Literature — Hemans,  The  Voice  of  Spring. 

NINTH  MONTH. 

Review  the  irregular  verbs  taught  during  the  year  and  add  exercises  in  the 
use  of  lay  and  lain,  and  laid. 

Have  one  business  letter,  and  one  social  letter  of  at  least  three  paragraphs, 
and  one  story  reproduction  and  the  summarizing  of  the  facts  of  one  lesson  writ- 
ten during  the  month's  work  in  language;  and  as  much  more  as  time  permits,  es- 
pecially to  emphasize  any  one  of  these  that  gives  particular  trouble. 

Literatxire — Phoebe  Gary,  The  Leak  in  the  Dyke;  explain  the  conditions  in 
Holland  and  make  clear  the  meaning  of  the  story.    Memorize  parts  of  it. 


FIFTH  YEAR. 

This  year's  work  continues  practice  in  composition  using  it  more  and  more 
as  a  help  to  the  other  subjects;  drills  in  irregular  verbs  continue,  sometimes 
definite  verbs  being  mentioned,  always  with  the  understanding  however  that  the 
teacher  drill  her  pupils  on  other  verbs  than  those  mentioned  in  the  Course  if 
they  need  drill  on  other  verbs  more;  the  practice  in  letter-writing  continues 
with  the  emphasis  this  year  on  social  letters;  sentences  are  classified  as  to  use 
and  pupils  should  be  learning  to  use  such  words  as  subject  and  predicate,  noun 
and  verb,  without  however  having  formal  definitions  for  them;  the  common  ab- 
breviations met  with  in  reading  or  geography  lesson  or  elsewhere  should  be 
noticed  and  occasionally  brought  together  as  a  part  of  some  language  lesson. 

FIRST  MONTH. 

Composition — In  the  reproductions,  oral  or  written,  aim  to  get  a  good 
start  for  the  year's  work  by  care  on  the  pupil's  part  as  to  margins,  punctuation, 
correct  English,  organization  of  thought,  so  far  as  the  work  of  the  preceding 
grades  make  possible.  In  the  drills  notice  particularly  is  and  are,  was  and  were 
and  the  common  contractions,  isn't,  aren't,  wasn't,  weren't,  hasn't,  doesn't,  don't, 
haven't,  and  hadn't.    Insist  on  "am  not"  in  its  proper  place. 

Literature — Whittier's  Barbara  Frietchie,  read  and  parts  of  it  memorized; 
review  Helen  Hunt's  September. 

SECOND  MONTH. 

In  reproductions  continue  talking  or  writing  from  outline;  besides  the 
stories  reproduced,  have  the  class  write  an  account  of  an  imaginary  trip  down 
the  Amazon,  or  a  visit  to  a  coffee  or  rubber  plantation.    Drill  on  took  and  taken, 

52 


LANGUAGE  AND  GRAMMAR— Year  5 


gave  and  given.     Have  pupils  find  sentences,  telling  or  declarative  sentences, 
question  or  interrogative  sentences,  in  reading  lessons  or  other  material. 


Literature — Newman's  Lead,   Kindly   Light. 

THIRD  MONTH. 

Suggested  topics  for  compositions — Standish's  expedition  against  the  In- 
dians, The  First  Winter  at  Plymouth;  Occupations  and  Products  of  the  British 
Isles  (paragraph  for  each  country).  Drill  on  chose  and  chosen,  froze  and 
frozen,  rose  and  risen.  Continue  finding  sentences  of  various  kinds,  adding  the 
imperative  sentence;  pay  little  attention  to  accurate  definitions,  but  much  to 
neatness,  margins,  and  punctuation  in  the  writing  of  the  sentences. 

Literature — Hemans,  Landing  of  the  Pilgrims,  explained  and  memorized. 

'FOURTH  MONTH. 

Let  the  pupils  outline  some  story  from  the  reading  lesson  and  then  tell  it 
from  their  outline;  same  thing  occasionally  with  a  geography  or  physiology  or 
other  lesson.  Oral  and  written  compositions  may  well  be  a  part  of  the  Christ- 
mas program.  Drill  on  flowed,  flew  and  flown  (Here  as  elsewhere  do  not  bring 
together  two  forms  which  your  pupils  seldom  or  never  interchange.)  Pupils 
continue  classifying  sentences  and  writing  sentences  of  various  kinds. 

Literature — Cary,  Litle  Gottlieb. 

FIFTH  MONTH. 

Pupils  write  one  or  two  business  letters,  orders  for  goods,  sending  money 
to  pay  certain  bills  etc.  Then  class  make  a  study  of  social  letters,  noticing  the 
parts,  suitable  forms  for  salutation,  and  for  complimentary  close,  then  write  a 
short  letter  or  two,  then  a  letter  or  two  of  some  length,  telling  some  distant 
relative  how  they  celebrated  Thanksgiving  or  Christmas  (possibly  actually  send- 
ing the  letters.)  See  any  good  language  texts  for  forms;  be  strictly  accurate 
in  the  forms  you  place  before  them  on  the  board,  and  insist  on  every  comma, 
period,  abbreviation,  and  margin  just  as  it  ought  to  be.  Continue  drills  in  irre- 
gular verbs  adding  any  that  your  school  seems  to  need.  Explain  and  illustrate 
in  easy  sentences  the  meaning  of  subjects  and  predicate;  give  five  minutes  to 
this  work  occasionally  in  the  language  period  and  once  in  a  while  ask  in.  reading 
lesson  for  the  subject  or  predicate  of  some  sentence. 

Literature — America,  explained  and  memorized  correctly. 

SIXTH  MONTH. 

Many  of  the  stories  of  various  subjects  in  February  will  center  around 
Lincoln,  Washington,  or  Longfellow;  these  stories  from  whatever  subject  will 
be  all  the  more  valuable  to  the  pupils  if  used  as  bases  for  oral  or  written  lang- 
uage work.  The  assignments  in  the  various  subjects  will  at  different  times  in- 
clude such  work  as  a  paragraph  about  some  incident  in  the  life  of  one  of  these 

53 


COURSE  OF  STUDY 


leaders,  or  putting  in  the  pupils  own  words  a  stanza  or  two  of  some  narrative 
poem,  a  paragraph  or  stanza  to  be  studies  by  the  pupil  and  then  written  from 
dictation,  or  a  letter  describing  the  celebration  of  some  one  of  the  holidays. 

Pick  out  nouns  and  after  the  pupils  get  so  that  they  generally  recognize  a 
noun  call  to  their  attention  that  some  of  the  nouns  mean  more  than  one  and 
some  of  them  pnly  one — singular  and  plural. 

■Literature  to  memorize — Bryant,  Abraham  Lincoln. 

SEVENTH  MONTH. 

Compositions — One  business  letter  and  one  social  letter;  one  long  repro- 
duction— occupying  a  period  for  outline  and  a  study  and  recitation  period  to 
write.  Teach  the  use  of  the  hyphen  in  dividing  words  at  the  end  of  the  line. 
The  special  study  in  formal  language  this  month  is  forming  the  possessives  of 
ordinary  nouns;  start  with  forms  they  are  thoroly  familiar  with,  develop  the 
rule,  and  then  let  them  apply  it  to  many  words  they  are  in  the  habit  of  using. 

Literature — Have  Star  Spangled  Bani;ier  memorized,  after  being  explained. 

EIGHTH  MONTH. 

Composition — At  least  one  letter  or  reproduction  of  a  period's  length  each 
week  in  language  period  and  often  some  outlining  or  talking  or  writing  from 
outline  or  writing  of  short  summaries  in  reading,  geography,  history,  etc.  Con- 
tinue work  in  forming  possessives  introducing  the  irregular  forms  in  ordinary 
use  as  men's,  women's.  Have  one  or  two  lessons  on  the  common  abbreviations 
met  with  thus  far. 

Literature — Explain  and  have  memorized,  Paul  Revere's  Ride. 

NINTH  MONTH. 

Review  the  irregular  verbs  studies  this  year. 

Collect  the  uses  of  the  comma  so  far  as  the  class  has  had  an  opportunity 
to  get  acquainted  with  them. 

Compositions  collect  around  the  observance  of  Memorial  Day,  and  around 
the  work  of  the  other  subjects. 

Literature — The  Blue  and  the  Gray,  or  Woodman,  Spare  That  Tree. 


SIXTH  YEAR. 

In  composition  work  from  now  on  advance  is  not  so  much  in  form  as  in 
organization  of  thought,  in  ability  to  seize  the  essentials  and  to  arrange  them 
properly  on  the  one  hand,  or  on  the  other  hand  to  expand  a  general  topic  by 
putting  under  it  the  details  that  belong  to  it.  The  biography  in  history  and  the 
summary  or  imaginary  journey  in  geography  will  furnish  much  material  for  lan- 
guage, tho  here  as  always  any  good  material  is  to  be  used  what  ever  lesson  it  be 
from. 

Some  paragraphing  may  be  done  in  keeping  to  the  author's  wording  mainly 
but  changing  certain  indicated  words. 

54 


LANGUAGE  AND  GRAM MAR—Year  5 


Social  coiTesponJence  should  now  include  formal  and  informal  notes  of 
invitation,  acceptance,  regrets,  etc.  Business  letters,  advertisements  for  things 
lost,  or  of  things  found,  applications  for  positions,  should  receive  several  les- 
sons. 

Pupils  should  now  receive  several  lessons  in  condensing  phrases  to  words, 
clauses  to  phrases,  etc.  Some  work  in  choice  of  connectives  should  be  carried 
on  from  this  grade  thro  the  eighth  grade. 

In  grammar  the  pupil  should  by  the  end  of  this  year  know  the  various  parts 
of  speech  in  ordinary  and  simple  constructions,  but  this  use  of  the  names  is 
merely  as  names,  with  a  general  idea  of  the  meaning  but  without  closely  drawn 
distinctions. 

FIRST  MONTH. 

Tell  the  story  of  Glueck's  Visitor;  pupils  reproduce  the  story  orally,  and 
then  in  writing  from  an  outline  given  them  by  the  teacher.  Every  day  after  the 
first  week  should  call  on  the  pupil  for  some  written  work  in  some  subject — not 
always  in  any  one  subject,  but  sometimes  in  one,  sometimes  in"  another.  In  all 
this  written  work  the  same  care  in  punctuation,  form,  and  wording  is  needed 
in  history  or  geography  papers  as  in  language.  Correct  use  of  less  and  fewer, 
much  and  many.  Make  lists  of  nouns  (These  lists  tho  for  any  part  of  speech 
are  not  to  take  very  much  time — the  yshould  always  be  the  minor  part  of  ihe 
assignment.)  Also  in  short  easy  sentences  give  much  practice  in  selecting 
whole  subject  and  whole  predicate,  and  the  main  word  or  words  in  each,  tho  we 
are  not  striving  for  definitions  or  close  distinctions — especially  in  the  com- 
pound tenses  of  the  verbs.  Note  that  the  main  word  of  the  subject  is  not  always 
a  noun;  help  pupils  to  get  to  know  the  pronouns  in  ordinary  use,  tho  not  worry- 
ing them  with  definitions.  The  child  finds  the  word  chair,  or  shovel,  or  spoon, 
a  very  useful  part  of  the  language,  tho  it  would  puzzle  him  or  his  teacher  to  give 
a  good  definition  of  any  of  these  words. 

Literature — Ruskin's  Glueck's  Visitor. 

SECOND  MONTH. 

Composition — In  this  month's  work,  emphasize  the  outlining  of  lessons;  let 
the  pupils  every  day  get  some  practice  in  outlining  some  lesson,  sometimes  fill- 
ing in  the  main  sub-heads  after  the  teacher  has  given  the  general  headings, 
sometimes  himself  selecting  the  general  topics,  sometimes  the  teacher  puts  on 
the  bor^Td  +he  fifteen  or  twenty  items  of  a  biography  or  other  lesson  and  the 
pupil  studies  them  to  group  them  in  four  or  five  groups,  perhaps  writing  up  his 
summary  of  some  one  of  the  topics. 

Review  the  drills  in  the  use  of  I,  he,  she,  we,  they,  me,  us,  them,  hira, 
her,  if  class  seems  to  need  it. 

Literature — Thaxter's  Maize  the  Nation's  Emblem. 

THIRD  MONTH. 

This  month's  work  is  to  emphasize  writing  from  outlines,  writings  short 
summaries,  etc.  Sometimes  call  for  a  paragraph  summarizing  the  lesson  in 
geography  or  history,  physiology  or  reading,  or  some  part  of  one  of  these  lessons. 

55 


COURSE   OF  STUDY 


Sometimes  give  a  full  outline  from  which  the  pupil  can  write  a  composition  of 
such  length  as  to  take  him  his  study  time  for  one  day's  lesson  to  prepare.  Mo-.l- 
ifiers  of  nouns  receive  some  attention;  help  the  pupils  to  notice  that  some 
modifiers  are  single  words  and  that  some  are  groups  of  words  that  belong  to- 
gether— phrases. 

Literature — Sheeley's  The  Cloud. 

FOURTH  MONTH. 

Composition — Reproductions,  outlines,  and  summaries  continued.  Take  a 
paragraph  from  some  reader  and  break  up  its  long  sentences  into  shorter  ones. 
E.  g.,  "My  master  often  drove  me  in  double  harness  with  my  mother  because 
she  was  steady  and  could  teach  me  how  to  go  better  than  a  strange  horse 
could,"  might  be  placed  on  the  board;  "My  master  often  drove  me  in  double 
harness.  He  drove  me  with  my  mother.  She  was  steady.  She  could  teach  me 
how  to  go.  A  strange  horse  could  not  teach  me  so  well."  Place  on  the  board 
several  sentences  thus  broken  in  parts,  and  with  them  a  list  of  words  like  be- 
cause, as,  but,  when,  since,  while,  etc.,  asking  the  pupils  to  write  the  same 
facts  in  fewer  sentences  using  the  connectives  found  on  the  board.  Be  sure  to 
place  on  the  board  all  the  connectives  needed,  and  do  not  expect  the  pupils  to 
get  just  the  sentences  in  the  reader.  If  they  get  the  thought  and  have  ex- 
pressed it  correctly  in  fewer  sentences  they  have  met  the  requirement.  In  the 
same  way  they  may  take  one  of  their  own  paragraphs  or  longer  compositions 
and  with  a  list  of  connectives  before  them  may  combine  their  short  sentences 
into  longer  sentences. 

Continue  practice  in  selecting  simple  subject  and  predicate,  whole  subject 
and  predicate. 

Literature — Burton's  Christmastide. 

FIFTH  MONTH. 

Compositions  as  in  preceding  months.  Make  use  of  some  written  work  in 
every  subject  tho  of  course  not  every  day  in  any  one  subject.  Papers  written 
for  geography  or  history  may  be  discussed  as  to  fact  in  that  subject,  and  as  to 
form,  language,  etc.,  in  the  language  class. 

Bring  one  or  two  of  the  bills  over  from  the  arithmetic  period  for  language 
work;  receipt  the  bills. 

In  reading  class  sometimes  ask  for  subject,  predciate,  nouns,  adjectives,  etc. 
Spend  some  time  this  month  on  adverbs  and  adverbial  phrases. 

Literature — Whittier's  King  Solomon  and  the  Ants  to  be  memorized,  selec- 
tions from  Snowbound  to  be  read. 

SIXTH  MONTH. 

Continue  reproductions,  outlining,  and  summarizing,  and  practice  in  the 
use  of  connectives. 

Sometimes  place  on  the  board  a  paragraph  with  blanks  in  the  place  of  con- 
nectives (conj.  or  prep.),  the  pupils  to  write  the  exercise  putting  in  connectives. 
Do  not  expect  exact  agreement;  if  the  connective  the  pupil  selects  is  suitable  ac- 
accept  it.  Another  exercise  is  to  ask  pupils  to  write  sentences  using  given  con- 
nectives. 

56 


LANGUAGE  AND  GRAMMAR— Year  7 


Have  two  or  three  each  of  business  and  social  letters  written.     (Probably 
would  better  begin  with  a  lesson  on  exact  form  and  punctuation). 
Literature — Memorize  Bj'ron's  Washington. 

SEVENTH  MONTH. 

Comopsitions — Every  subject  calls  for  occasional  outlines,  paragrph  sum- 
maries, or  longer  sumamries.  Have  some  of  these  written  up  in  the  language 
work  and  some  of  them  in  the  regular  work  of  their  own  subjects,  but  every- 
where have  them  well  written  and  kept  up  to  the  standard  of  language  woric. 
Give  a  few  exercises  in  condensing  phrases  to  words,  cluases  to  phrases  or 
words,  and  a  few  in  seeking  variety  of  vfordings;  as,  e.  g.,  the  expression  "a 
rich  man,"  might  be  worded,  a  man  of  wealth,  a  wealthy  man,  a  man  of  pro- 
perty, and  a  man  who  had  a  great  deal  of  property,  etc.  Teach  informal  and 
formal  notes  of  invitation,  acceptance,  regrests,  etc.  (See  any  good  language 
text  for  forms.)  Spend  part  of  the  recitation  period  of  two  or  three  days  in 
pointing  out  easy  sentences  the  object  or  object  compliment  of  the  verb;  do  not 
give  difficult  or  extensive  drills  in  this  work  but  frequently  call  upon  pupils  to 
name  the  object  in  some  easy  sentence  they  are  reading. 

Literature — Longfellow's  Legend  of  the  Crossbill,  to  be  memorized. 

EIGHTH  MONTH. 

Review  business  letters;  review  plurals  and  possessives.  In  several  easy 
sentences  point  out  the  atribute  complement  and  give  occasional  practice  in 
recognizing  it  as  was  done  last  month  with  object  complements.  At  least  once 
each  week  have  one  written  composition,  outline,  summary,  paraphrase,  or  other 
exercise  long  enougm  to  occupy  an  hour  in  its  preparation. 

Literature — Van  Dyke's  Ruby  Crowned  Kinglet  to  be  memorized.  With  it 
read  Bryant's  To  a  Waterfowl. 

NINTH   MONTH. 

General  review  of  the  memory  gems  of  the  year  and  restatement  of  their 
meaning  (where  at  all  suitable)  in  the  pupils  own  words.  Review  of  letters 
and  social  notes,  and  a  few  lessons  reviewing  the  pupil's  knowledge  of  subjeci, 
predicate,  complements,  nouns,  verbs,  etc.,  tho  this  review  is  in  the  way  of 
illustrations  rather  than  definitions. 

Literature — O'Hara's  Bivouac  of  the  Dead. 


SEVENTH   YEAR. 

The  literature  work  of  the  year  calls  as  heretofore  for  the  reading  and  study 
of  one  or  two  standard  pieces  of  literature  each  month,  and  the  memorizing 
of  at  least  parts  of  them.  The  composition  includes  all  the  kinds  of  work  that 
have  been  given  in  preceding  years.  The  reproductions  call  for  more  independ- 
ence of  text  or  teacher;  in  geography,  history,  physiology,  or  reading,  the  pupil 
may  be  asked  to  report  orally  or  in  writing  reference  work  from  other  texts  or 
from  library  books.     In  reading  they  may  be  asked  to  report  on  the  geograph- 

57 


COURSE  OF  STUDY 


ical  or  historical  setting  of  the  selection,  to  report  on  particular  allusions,  etc.; 
\n  all  subjects  there  should  be  much  outlining,  and  talking  or  writing  from 
either  their  own  outlines  or  these  furnished  by  the  teacher;  or  in  reading  or 
history  they  may  be  asked  to  trace  the  career  of  a  particular  personage,  as 
Evangeline,  Miles  Standish,  Basil,  Samuel  Adams.  Pupils  should  be  called  on 
frequently  either  in  the  language  period  or  arithmetic  period  to  write  the 
checks,  drafts,  receipts,  notes,  needed  in  his  work  in  arithmetic.  The  grammar 
of  this  year  deals  with  the  simple  sentence  and  in  it  all,  the  teacher  should  re- 
member that  the  purpose  is  not  to  have  the  pupil  unravel  a  lot  of  linguistic 
tangles,  but  to  give  him  much  practice  in  finding  the  thought  elements  of  the 
ordinary  sentence.  About  a  third  of  the  time  should  be  devoted  in  this  and  the 
next  grade  to  spelling;  of  course  the  better  way  will  be  to  devote  occasionally 
a  whole  period  to  spelling,  but  generally  to  have  a  few  words  for  the  pupil  to 
learn  to  spell  in  addition  to  the  other  language  work  of  the  day. 

FIRST  MONTH. 

Literature — Study  the  meaning  of  Lowell's  Youssouf  and  then  memorize  it; 
teacher  read  to  the  class  and  explain  Paslm  XIX. 

Composition — Pupil  tell  or  write  in  his  own  words  the  thoughts  of  the 
second  or  third  stanza  of  Youssouf;  similar  assignments  from  the  reading  les- 
son. Pupils  study  and  talk  from  outlines  given  by  the  teachers  in  their  elemen- 
tary agriculture.  Drills  to  eradicate  some  of  the  worst  of  their  errors  o^■ 
speech. 

Grammar — Review  their  studies  of  the  sentence  ,the  kinds  of  sentences  as 
to  use,  subject  and  predicate;  develop  definitions  of  the  noun,  pronoun,  verb,  but 
do  not  be  too  technical. 

SECOND  MONTH. 

Literature — Whittier's  The  Huskers  to  be  memorized  after  the  meaning  is 
understood. 

Composition — Every  recitation  in  any  subject  should  be  in  part  an  oral  lan- 
guage lesson.  For  written  exercises  let  the  pupils  write  in  their  own  words 
parts  of  some  selection  being  studied;  let  them  make  a  series  of  questions  in 
the  study  of  some  of  their  lessons  let  them  write  up  the  facts  observed  in  their 
agriculture  lesson  or  some  trip  to  the  woods;  or  write  a  short  biography  of 
Whittier. 

Grammar — In  dozens  of  sentences  have  the  pupils  find  whole  subject  and 
whole  predicate,  simple  subjects  and  simple  predicate.  Note  the  order  inverted 
thro  the  use  of  there  or  it,  sometimes  as  in.  From  spire  and  barn  looked  westerly 
the  patient  weather-cocks.  Grammar  is  credited  with  being  a  great  help  to 
one's  thinking  or  reading;  much  of  this  comes  thru  clear  recognition  of  what 
we  are  talking  about^ — subject,  simple  or  modified — and  what  we  say  about  it — 
predicate,  simple  or  modified. 

THIRD  MONTH. 

Literature — ^Lowell's  Wendell  Philips,  and  Lowell's  Midnight. 
Composition — Continue    as    in    preceding    months;    use    frequent    dictation 
exercises. 

58 


LANGUAGE  AND  GRAMMAR— Year  7 


Grammar — Continue  the  work  of  the  preceding  month,  and  add  the  copula 
and  its  attribute  complement  or  predicate  nominative. 

FOURTH  MONTH. 

Literature — Lowell's  Present  Crisis  read  to  the  class  and  its  meaning  studied 
out;  three  or  four  stanzas  and  the  common  quotations  memorized. 

Composition — The  outlining  of  lessons.  Physiology  especially  as  it  is  to  he 
completed  soon  calls  during  the  remaining  time  of  its  study  for  much  outlining, 
summarizing  and  frequent  reports  from  other  texts,  magazines,  or  paers.  In 
the  language  period  present  several  model  forms  for  business  letters. 

Grammar — Spend  the  few  days  that  can  be  given  to  grammar  on  the  object 
complement  and  after  a  few  lessons  on  it  give  practice  on  many  easy  sentences 
containing  sometimes  attribute  complements  and  sometimes  objects. 

FIFTH  MONTH. 

Literature — Whittier's  Frost  Spirit  to  be  memorized. 

Composition — Continued  in  connection  with  other  lessons  as  usual.  In  an/ 
study  of  business  forms  be  careful  to  make  clear  the  distinction  that  a  note  is  a 
promise  to  pay  while  a  check  or  draft  is  an  order  to  pay. 

Grammar — Give  several  days  practice  in  analyzing  not  too  difficult  sent- 
ences, pointing  out  the  whole  subject  and  predicate,  simple  subject  and  predi 
cate,  object  or  attribute  complement. 

SIXTH  MONTH. 

Literature — Moore's  Those  Evening  Bells,  and  the  Gettysburg  Address. 

Composition — Business  forms  and  letters  written  and  two  social  letters  of 
some  length  written.  Continue  the  oral  and  written  work  with  the  other  lessons 
and  try  to  keep  it  to  the  highest  possible  standard  of  English. 

Grammar — Give  a  few  sentences  containing  Double  Object,  i.  e.,  two  words 
for  the  same  person  or  thing  as  used  after  verbs  of  naming,  thinking,  and  the 
like;  e.  g.  They  named  the  boy  John.  The  people  elected  Taft  president.  Also 
a  few  containing  the  indirect  object.  Then  proceed  with  anaylsis  as  in  the  pre- 
ceding month  putting  into  the  sentences  occasionally  some  containing  double  or 
indirect  objects. 

SEVENTH  MONTH. 

Literature — Lowell's  The  Oak.    Read  to  the  class  Lamb's  story  of  Macbeth. 

Composition — As  in  preceding  months. 

Grammar — Study  the  modifiers  of  the  simple  subject — adjectives  and  adjec- 
tive phrases.  Learn  the  comparison  of  the  common  irregularity  compared  ad- 
jectives. 

EIGHTH  MONTH. 

Literature — Lowell's  To  a  Dandeloin;  read  to  the  class  another  of  Lamb's 
Tales  from  Shakespeare. 

Composition — Every  subject  should  call  for  outlines,  summaries  and  once  in 
a  while  for  special  reports;  along  with  the  poems  from  Lowell  the  class  should 

59 


COURSE  OF  STUDY 


be  getting  together  facts  of  Lowells  life  and  these  should  be  the  basis  of  con- 
siderable oral  reproduction  work. 

Grammar — Study  the  modifiers  of  the  simple  practice, — adverbs,  adverbial 
phrases  and  indirected  objects.  Learn  the  comparison  of  the  common  irregulaly 
compared  adverbs. 

NINTH  MONTH. 

Literature — Lowell's  William  Lloyd  Garrison  to  be  studied  and  parts  of  it 
memorized. 

. . .  .Composition — Much  talking  from  outlines  in  reviews  in  the  various  subjects, 
and  a  few  carefully  written  plays  of  some  length.  Essay  on  Lowell's  life  and 
the  review  of  the  pieces  memorized  from  him  during  the  year. 

Grammar — Review  of  analysis  of  the  simple  sentences  so  far  as  provided 
for  in  the  work  done  in  preceding  months;  in  addition  some  drill  on  correct 
choice  of  adverb  or  adjective  to  follow  verbs  of  different  kinds,  as  in  the  follov- 
ing:  The  horse  travels  slowly.  He  is  slow.  He  seems  slow  but  he  really  travels 
quite  rapidly,  etc. 

EIGHTH    YEAR. 

In  the  eighth  year  the  pupil  should  continue  to  memorize  one  or  more 
selections  each  month,  and  should  read  in  the  course  of  the  year  several  library 
books,  some  in  connection  with  his  geography,  history,  or  reading,  and  some  of 
them  books  of  fiction,  humor,  travel,  etc.  In  connection  with  composition  the 
pupil  write  as  before  social  and  business  letters,  social  notes,  business  papers, 
and  now  makes  a  close  study  of  appropriate  wording  of  them.  In  the  various 
subjects  he  is  writing  character  sketches,  summaries,  outlines,  special  reports 
from  reference  books,  etc.  The  grammar  of  this  grade  deals  with  the  analysis 
of  the  complex  sentence  in  many  easy  illustrations,  and  with  studies  and  drills 
in  the  parts  of  speech  so  far  as  these  studies  affect  the  pupil's  correct  use  of 
English.  As  in  the  preceding  year  about  one-third  of  the  time  is  given  to 
spelling. 

FIRST  MONTH. 

Literature — Some  selection  of  prose  or  poetry  from  the  reading  lesson  to  be 
memorized;   or  Kipling's  Recessional,  of  Goldsmith's  Village  Preacher. 

Composition — Numerous  outlines  in  geography,  agriculture,  or  history,  or 
summaries  from  outlines  given  by  the  teacher.  At  least  one  of  these  outlines 
or  summaries  each  week  should  be  taken  over  to  the  language  period  for  study 
of  its  form  and  wording. 

Grammar — Finding  in  many  simple  sentences  whole  subjects  and  predicate, 
simple  subjects  and  predicate,  the  complement  if  any  and  the  modifiers  of  each 
of  these  main  parts  of  the  sentence. 

SECOND  MONTH. 

Literature — Study  and  memorize  Wnittier's  Abraham  Davenport  and  the 
first  stanza  of  Drake's  American  Flag. 

60 


LANGUAGE  AND  GRAMMAR— Year  8 


Composition — Thoro  study  of  social  letters;  have  a  few  of  the  pupil's  letters 
placed  on  the  board  and  study  them  to  improve  their  arrangement,  wording, 
form,  etc.    Written  work  continues  in  other  subjects  and  good  form  insisted  on. 

Grammar — Give  many  easy  sentences  containing  adjective  or  relative  classes;  , 
have  the  pupils  find  the  adjective  clauses  and  in  it,  its  subject,  predicate  verb, 
and  its  complement  if  any.     Put  one  or  two  days  on  adjective  clauses  like  that 
in  "I  remember  the  house  where  I  was  born." 

THIRD  MOIsTH. 

Literature — Whittier's  For  an  Autumn  Festival. 

Composition — Business  letters  to  receive  special  emphasis;  work  not  simpJy 
for  form  but  for  a  brief,  definite,  and  business-like  wording. 

Grammar — Complex  sentences  containing  adverbial  clauses.  Pupil  should 
become  acquainted  with  the  common  connectives  used  to  introduce  adverbi  il 
clauses.  The  sentences  used  should  be  generally  easy  ones;  it  is  not  digging 
out  a  few  difficult  puzzles  that  gives  a  pupil  a  knowledge  of  English,  but  much 
practice  with  the  English  he  can  grasp  with  reasonable  ease.  The  pupils  can 
frequently  be  asked  to  advantage  to  point  out  adjective  or  adverbial  clauses,  the 
subject,  the  predicate  verb  etc.,  in  sentences  too  long  or  too  difficult  for  time  to 
be  taken  to  work  out  the  whole  sentences;  this  may  be  done  often  in  reading, 
and  even  in  other  subjects  will  often  be  a  means  of  helping  to  clear  up  the 
meaning. 

FOURTH  MONTH. 

Literature — Death  of  the  Old  Year,  or  other  selection  from  Tennyson;  read 
to  the  school  the  Bible  stories  of  Christmas. 

Composition — Besides  the  written  work  in  the  various  subjects,  have  one 
composition  each  week  in  language;  or  sometimes  in  place  of  it  let  the  pupils 
talk  from  their  own  or  the  teacher's  outline. 

Grammar — Complex  sentences  containing  substantive  clauses,  but  not  too 
difficult  sentences. 

FIFTH  MONTH. 

Literature — Chambered  Nautilus  memorized;  or  Whittier's  New  Year  studied 
and  parts  of  it  memorized. 

Composition — Keep  the  written  work  of  all  subjects  up  to  standard.  Study 
especially  the  business  forms,  notes,  drafts,  receipts,  and  work  for  a  suitable 
wording  (notes  and  drafts  have  a  pretty  definite  form,  but  receipts  vary  with 
the  transaction  and  the  teacher  should  try  to  think  of  several  different  kinds  of 
transactions  and  have  the  pupils  work  for  a  brief  form  of  receipt  which  yet 
covers  the  necessary  facts.) 

Grammar — Teach  the  Nominative  case  as  the  subject  and  predicate  nomina- 
tive, aijd  the  nominative  by  apposition;  teach  the  following  uses  of  the  Objec- 
tive case — object  of  a  verb  or  preposition,  objective  by  apposition,  indirect 
object.    Drill  on  correct  use  of  the  pronouns,  testing  results  by  these  rules. 

61 


COURSE  OF  STUDY 


SIXTH  MONTH. 

Literature — Read  Whittier's  Ichabod  and  Tennyson's  Sir  Galahad;  memorise 
parts. 

Composition — Both  oral  and  written.  Study  especially  the  correction  of 
any  errors  of  speech  that  make  trouble  for  your  pupils. 

Grammar — Formation  of  plurals  and  possessives;  drill  on  the  pronouns 
continues  from  last  month  unless  success  has  been  already  attained. 

SEVENTH  MONTH.  — 

Literature — Stevenson's  The  Little  Land;  parts  of  Snowbound,  or  Parable 
of  the  Sower. 

Composition — Oral  recitation  on  the  chief  facts  of  Whittier's  life;  then  an 
outline  worked  out  by  the  teacher  and  pupils  together;  then  the  writing  of  an 
essay  from  the  outline.  Each  week  one  written  summary  in  geography,  history, 
or  civics. 

Orammar — Principal  parts  of  the  commonly  used  in  regular  verbs.  Much 
practice  in  their  use  (See  course  for  intermediate  grades  for  suggestions.) 

EIGHTH  MONTH. 

Literature — Bryant's  Return  of  the  Birds. 

Composition — One  character  sketch  in  history  and  one  in  reading  and  let 
each  pupil  give  one  or  more  special  reports  either  oral  or  in  writing,  in  reading, 
history,  geography,  or  agriculture,  on  material  looked  up  outside  the  regular 
texts. 

Orammar — Teach  use  and  meaning  of  the  six  tenses;  show  clearly  their 
time  relation.  Continue  drill  in  the  use  of  the  irregular  verbs  if  it  is  needed  by 
your  class. 

NINTH  MONTH. 

Literature — My  Native  Land,  Tennyson's  Crossing  the  Bar  . 

Composition — Much  outlining,  summarizing,  and  talking  from  outlines  hi 
the  different  subjetcs;  frequent  oral  or  written  reports  from  sources  outside  the 
text. 

Orammar — General  review  of  analysis  and  of  the  drills  so  far  as  there  seems 
to  be  need. 


62 


WRITING— Year  7-8 


Writing 


FIRST  YEAR. 


As  to  the  slant  in  writing,  the  essential  thing  is  uniformity.  The  best 
teachers  of  writing  now. favor  the  use  of  copy  books  only  as  reference  books  for 
teachers  and  pupils — not  as  books  in  which  the  forms  are  copied.  Copying  in 
the  books  nearly  always  discourage  free  movement. 

As  soon  as  the  pupils  can  write,  have  them  copy  all  the  new  words  in  the 
lesson  each  day.    Before  leaving  this  grade  each  pupil  should  be  able:  — 

1.  To  write  his  name  well. 

2.  To  \sfrite  his  post  office  address. 

3.  To  write  the  name  of  his  township,  county  and  state. 

4.  To  write  the  names  of  familiar  objects. 

5.  To  write  lists  of  words  from  the  reading  lesson. 

6.  To  write  short  sentences  of  from  three  to  six  words. 

Slate  or  paper  should  have  rulings  as  a  guide  for  the  base  of  the  writing. 
The  pencil  should  be  at  least  four  inches  long. 

SECOND  YEAR. 

Continue  writing*  with  pencil.  Attention  should  be  given  to  position  of 
paper,  manner  of  holding  pencil,  also  to  the  direction  from  which  the  light 
strikes  the  paper.  See  to  it  that  the  pupil's  eyes  are  not  in  range  of  the  re- 
flected light. 

Teachers  should  attend  to  the  following:  — 

1.  Rule  paper  with  headlines  having  spaces  at  least  3-16  in.  wide. 

2.  Secure  easy  and  natural  position  at  desk. 

3.  Show  the  pupil  liow  to  make  a  letter,  not  upon  the  blackboard  only,  but 
upon  his  paper;  especially  do  this  in  teaching  the  use  of  the  pen.  Do  not  con- 
fine pupils  to  the  letter;  make  the  word  of  short  sentence  the  unit  of  their  work 
though  older  pupils  can  be  interested  in  the  elemnets  and  should  master  them. 

4.  Do  not  ask  first  and  second  year  pupils  to  write  too  long  at  a  tim^^. 
When  pen  is  used,  preserve  one  copy  of  pupil's  work  each  week  for  future  com- 
parison. 

5.  Insist  on  neatness. 

6.  Never  chide  the  poor  penman,  but  notice  improvements,  even  if  slighr. 

THIRD  YEAR. 

Materials — One  copy  book  for  the  entire  year,  good  ink,  pen  that  will  not 
scratch,.- straight  holder,  penwiper,  blotter,  practice  paper  (foolscap  cut  in  sheets 
about  the  size  of  copybook,  in  which  it  should  be  kept),  and  blackboard. 

63 


COURSE  OF  STUDY 


Copybooks — Use  more  for  their  copies  than  their  writing  space.  Refer  fre- 
quei\tly  to  the  copies  and  study  the  forms  of  letters  and  words,  even  when  writ- 
ing on  the  board  of  practice  paper. 

Position  and  Pen  Holding — Fbllow  direction  on  cover  of  copybook. 

Capitals — A  good  plan  is  to  teach  capitals  incidentally.  When  pupils  hav3 
use  for  a  capital,  teach  them  how  to  make  it.  Near  the  close  of  the  year  review 
and  make  a  special  study  of  the  capital.  Their  classification  may  be  found  on 
the  cover  of  almost  any  copybook. 

Small  Letters — Take  up  the  small  letters  by  groupings,  giving  special  atten- 
tion to  the  types.  Emphasize  the  characteristic  marks  of  individual  letters, 
especially  those  in  letters  liable  to  be  confused  with  others.  The  a  is  frequently 
so  made  as  to  be  taken  for  o.  Show  pupils  that  the  down  stroke  in  the  a  is  its 
essential  feature.  The  letter  i  is  its  "backbone."  The  u  and  n  are  frequently 
confused  in  writing.  Show  that  the  one  is  rounded  below,  the  other  is  rounded 
above.  The  lower  part  of  b  is  frequently  made  incorrectly.  Show  that  it  Is 
made  like  the  v.  Similar  comparisons  and  groupings  should  be  made  whenever 
certain  important  lines  in  letters  tend  to  be  ignored  or  confused  with  other 
letters.  Attention  to  these  clear  distinctions  at  the  start  may  make  all  the  dif- 
ference between  legible  and  illegible  writing. 

Figures — Give  frequent  drills  on  the  figures,  requiring  the  pupils  to  make 
them  rapidly  and  well.    Their  constant  use  is  demanded  in  a  practical  way. 


.    •  FOURTH,   FIFTH    AND   SIXTH    YEARS. 

Class — The  same  period  in  writing  may  be  used  for  fourth,  fifth  and  sixth 
years  pupils.  If  necessary,  it  may  be  limited  to  fifteen  minutes'  actual  drill,  but 
should  not  exceed  twenty-five.     It  ought  to  be  daily. 

Materials — Every  pupil  should  be  supplied  with  a  copybook,  and  paper  cut 
to  convenient  size  to  keep  i  nthe  copybook.  The  number  or  grade  of  his  copy- 
book should  be  determined  not  by  the  class  but  by  the  special  needs  of  each 
individual  pupil.  Suitable  pen,  ink  and  blotter  must  be  furnished  by  the  dis- 
trict where  books  and  supplies  are  "free,"  otherwise  by  the  pupils. 

Train  the  pupil  to  be  scrupulously  neat  and  orderly  in  taking  out,  in  hand- 
ling and  putting  away  writing  materials.  Most  desks  are  furnished  with  ink- 
wells. The  pupil  should  have  a  place  for  his  copybook  and  pen.  He  should  keep 
his  copybook,  his  paper,  his  desk,  and  his  hands  and  fingers  free  from  ink 
spots.  The  floor  must  not  be  specked  with  ink.  The  pen  should  always  b5 
wiped. 

If  trouble  is  experienced  in  regard  to  neatness,  let  class  prepare  for  loriting 
and  put  away  materials  to  counts. 

It  is  of  the  greatest  importance  in  order  to  secure  good  results  and  also 
on  account  of  the  pupils'  health,  that  desks  should  be  of  proper  height  and  size. 
The  single  desk  is  in  every  way  preferable  to  the  double  desk. 

Aim — During  these  three  years  the  pupil  should  study  writing  as  an  art. 
The  first  work  will  be   to  secure  easy,   rapid   movement — what  is   commonly 

64 


WRITING— Year  7-3 


called  the  muscular  movement.  The  exact  formation  of  the  letters  is,  there- 
fore, not  of  the  most  importance.  Coppybooks  should  be  used  mainly  for  refer- 
ence. Teachers  will  find  the  attempt  to  imitate  copies  in  a  book  a  check  to  the 
movement  so  laboriously  acquired  through  the  exercises.  Where  this  fault  is 
found,  writing  in  the  copybook  ought  to  be  stopped  and  the  free  exercises  and 
phrase  writing  resumed. 

Position — Follow  directions  usually  found  in  the  copybook.  See  that  the 
pupils  sit  in  a  good  position.  The  weight  of  the  body  should  not  rest  upon  the 
arm  that  does  the  writing.  Some  teachers  find  it  helpful  to  give  pupils  the  idea 
of  pivotal  motion  by  letting  pupils  at  first  rest  the  weight  on  the  forearm 
muscle.  Gradually  as  the  pupil  gains  control  he  can  distribute  his  weight  more 
evenly  among  feet  and  arms.  It  is  better  to  have  weight  rest  on  forearm  muscle 
than  to  rub  sleeve  on  desk  in  a  constrained  attempt  to  produce  a  pivot,  witho-ut 
the  rest  necessary  to  the  idea  of  a  pivot. 

For  muscular  movement  the  muscle  of  the  forearm  must  be  upon  the  desk. 

General  Drill — The  muscular  movement  may  be  acquired  by  a  course  of 
training  on  movement  exercise  and  simple  letters,  (see  copybook  manual)  not 
in  a  few  weeks  or  a  term  but  possibly  during  a  school  year.  Do  not  expect  re- 
sults too  soon.  Drill  for  speed  and  for  skill.  Advance  little  and  review  much, 
remembering  that  an  exercise  is  valuable  only  in  proportion  as  it  is  mastered. 
Supplement  the  drill  exercises  given  in  copybook  with  blackboard  work,  ex- 
plaining and  studying  the  forms  practiced  by  the  class.  In  order  to  steady  class 
down  to  a  smooth  movement  and  also  to  gain  control  of  arm,  it  may  be  neces- 
sary to  use  counts,  pausing  slightly  at  starting  points  and  angles  where  com- 
binations of  letters  are  made.  The  counting  should  be  regular  but  varied  in 
rapidity. 

Individual  Work — Copybooks  may  be  used  after  drill  to  show  daily  progress. 
At  the  beginning  of  the  term  have  each  pupil  write  a  stanza  of  America,  and 
each  succeeding  month  rewrite  it,  preserving  the  copies  for  comparison.  After 
general  drill  special  attention  should  be  given  the  needs  of  the  individual 
pupil,  the  teacher  passing  from  desk  to  desk,  noting  the  work. 

Other  Work — All  written  work  should  be  neat  and  legible.  Accept  no  scrib- 
bled or  blotted  exercise  in  any  recitation.    Continue  to  drill  on  the  figures. 


SEVENTH  AND  EIGHTH  YEARS. 

Every  pupil  should  have  an  advanced  copybook  for  reference.  Combine 
seventh  and  eighth  years,  but  let  the  class  use  same  period  for  writing  as  the 
other  class  or  classes. 

If  suitable  subject  matter  is  selected,  making  the  period  a  study  in  Eng- 
lish, composition,  business  forms,  forms  of  social  correspondence,  besides  being 
a  drill  in  movement  and  form  of  small  and  large  letters,  it  will  be  easy  to  make 
this  period  as  interesting  and  profitable  as  any  school  exercise. 

The  pupil  shoud  strive  to  acquire  an  easy,  simple,  legible  handwriting,  well 
rounded  small  letters,  simple  capitals  (permit  no  "frills  or  ruffles"),  and  uni- 
form spacing. 

Pay  special  attention  to  paragraphing,  indenting  and  margins. 

65 


COURSE  OF  STUDY 


Letter  Writmg— The  necessary  requisites  of  a  good  letter  are:  1.  That  it 
sljould  be  legible.  2.  That  it  should  state  definitely  where  written,  when,  by 
whom,  and  to  whom.  3.  That  it  should  begin  and  end  courteously  and  appro- 
priately. -  4.  That  the  style  should  depend  upon  the  relation  between  the  writer 
and  the  one  to  whom  he  writes,  the  circumstances  under  which  he  writes,  and 
that  about  which  he  writes. 

Pupils  learn  to  write  good  English  by  practice,  give  them  much  drill  in 
social  and  business  letter  writing. 

FIRST  MONTH. 

Business — Let  business  letters,  as  a  rule,  be  short;  but  omit  no  information 
necessary  to  a  proper  understanding  of  the  business  in  hand.  The  meaning 
should  be  so  clear  as  to  admit  no  possibility  of  a  misunderstanding.  Teach  a 
model  form,  then  furnish  data  from  day  to  day  to  which  pupils  may  give  proper 
wording  and  put  in  form. 

Include  many  articles  of  letters,  pertaining  to  various  kinds  of  business. 

Teach  classification  of  parts  of  business  letter,  i.  e.,  heading,  (place  and 
date)  address,  salutation,  body,  complimentary  close,  signature. 

Also  address  of  envelope  and  position  of  stamp. 

SECOND  MONTH. 

Social  Letters — Social  letters  are  of  various  kinds.  Adapt  the  style  to  the 
nature  of  the  case.     (See  4,  under  Letter  Writing.) 

For  example,  write:  (1)  A  short  note,  asking  a  friend  to  spend  an  evening 
with  you;  (2)  a  reply,  accepting  the  invitation;  (3)  a  reply,  declining  the 
invitation;  (4)  a  more  formal  note,  introducing  a  friend  to  another;  (5)  a 
formal  invitation  in  the  third  person;  (6)  a  petition  to  a  faculty,  or  some  per- 
son or  persons  in  authority;  (7)  a  familiar  letter  of  friendship  to  an  old  ac- 
quaintance, 

THIRD  MONTH. 

Notes — Distinguished  between  (1)  negotiable  and  non-negotiable  notes;  (2) 
individual  and  joint  notes;  (3)  time  and  demand  notes;  (4)  bills  receivable  and 
bills  payable.  Teach  the  meaming  of  "or  order,"  "or  bearer,"  "maker,"  "payer," 
"payee,"  and  "endorser."  Show  model  form,  furnish  data,  and  give  pupils 
practice  on  all  kinds  of  notes. 

FOURTH  MONTH. 

Receipts  and  Checks — Teach  receipts,  checks,  certificates  of  deposit,  and  de- 
posit slips.  From  bankers  and  other  business  men  may  be  gotten  blanks  fox^ 
these  forms,  possibly  enough  to  supply  the  class  with  models. 

A  receipt  should  state  (1)  what  was  received;  (2)  where;  (3)  when;  (4) 
of  whom;    (5)  by  whom;  and  (6)   on  what  account. 

FIFTH  MONTH. 

Drafts— Distinguish  sight  drafts  and  time  draffs.  Teach  the  meaning  cf 
"drawer,"  "payee"  and  "drawee."  Compare  notes  and  drafts.  A  note  has  neces- 
sarily two  parties,  the  maker  and  payee;  a  draft  has  three  parties,  the  drawer, 

66 


WRITING— Year  7-8 


the  payee  and  the  drawee.    Compare  an  accepted  draft  and  a  note.    Show  how 
exchange  is  carried  on  by  means  of  drafts. 

SIXTH  MONTH. 

Bills — Bills  may  be  for  goods  bought,  for  services  rendered. 

Almost  every  business  man  has  printed  bill-heads. 

Secure  blanks,  familiarize  pupils  with  forms  of  bills,  and  give  them  prac- 
tice in  writing  bills  for  as  many  different  kinds  of  business  as  practicable. 

GasTi  Account — Teach  the  form  of  an  account,  the  purpose  of  a  cash  account, 
the  principle  of  debiting  and  crediting,  and  the  method  of  balancing.  Teach 
pupils  to  do  neat  ruling  and  keep  their  columns  of  figures  straight. 

SEVENTH  MONTH. 

Personal  Accounts — Personal  accounts,  merchandise  accounts  and  the  day 
book. 

EIGHTH  AND  NINTH  MONTHS. 

Revieiv — Review  work  for  the  year,  giving  special  attention  to  business  cor^ 
respondence. 

Pupils  should  be  able  to  write  forms  of  notes,  receipts  and  bills  without  re- 
ferring to  copy.    Also  correct  forms  of  business  letters  and  letters  of  application. 

Note — In  all  this  writing  of  forms  in  the  last  two  grades,  the  teacher  must 
not  in  working  for  form  and  wording,  let  the  pupil  get  careless  as  to  his  pen- 
manship. The  aim  is  first  and  chiefly  that  the  pupil  be  learning  to  write  with 
fair  speed  a  plain  easily  readable  hand-writing;  the  exercises  here  suggested  are 
here  simply  as  means  to  assist  the  work  in  writing  and  to  make  it  more  interest- 
ing. There  are  mapy  complaints  that  in  the  past  pupils  who  write  miserably 
have  gotten  a  grade  in  writing  by  knowing  certain  forms,  while  pupils  who 
write  well  have  failed  because  they  did  not  know  the  difference  between  formfil 
and  informal  invitations,  or  between  notes  and  drafts.  These  things  are  im- 
portant but  they  are  matters  to  be  tested  in  the  language  or  arithmetic.  In 
this  work  in  writing,  teachers  and  examiners  are  urged  to  put  the  emphasis  on 
the  penmanship  itself. 


67 


COURSE  OF  STUDY 


Spelling 


The  spelling  of  the  first  three  grades  is  to  be  in  connection  with  the  rea;!- 
ing  and  language  lessons  of  those  grades.  Usually  it  will  thus  occupy  part  if 
the  study  and  part  of  the  recitation  periods  of  those  subjects  each  day,  tho  oc- 
casionally the  lesson  assigned  in  language  will  be  solely  spelling  and  dictation 
exercises,  and  possibly  a  reading  period  will  occasionally  be  given  to  word- 
drills  and  spelling.  In  the  intermediate  grades,  spelling  is  to  receive  caref  il 
attention  in  all  written  work  of  whatever  subjects,  in  addition,  it,  together  wit'i 
physiology  and  history  occupies  a  period  daily;  i.  e.,  during  the  weeks  the  class 
has  physiology  there  is  an  occasional  period  taken  from  physiology  to  give  it 
to  spelling,  and  during  the  remainder  of  the  year  spelling  and  history  divide 
the  time  about  equally  between  them,  tho  not  necessarily  alternating  every 
day.  In  the  seventh  and  eight  grades  the  spelling  work  is  mainly  done  in 
connection  with  the  blackboard  and  other  written  work  of  the  pupil's  various 
lessons,  but  about  a  third  of  the  language  and  grammar  time  is  given  to  spell- 
ing. This  will  mean  that  some  weeks  six  to  ten  words  form  part  of  every 
language  lesson  with  no  special  period  for  spelling,  and  other  weeks  two  study 
periods  and  two  recitation  periods  of  the  language  time  will  be  given  to  spell- 
ing, dictation  exercises,  abbreviations,  a  few  of  the  best  rules  of  spelling,  forma- 
tion of  plurals  and  possessives,  etc. 

While  spelling  in  its  comprehensive  sense  is  closely  related  to  reading  and 
language,  it  is  not  enough,  (in  the  present  stage  of  educational  progress,  at  any 
rate)  to  teach  it  incidentally.  It  requires  special  attention.  Taking  the  term 
narrowly,  your  motive  in  teaching  should  be  to  remove  ground  for  the  common 
complaint,  "You  send  us  boys  and  girls  from  school  who  cannot  spell,"  and  to 
do  this  by  securing  a  sure  memory  of  the  correct  sequence  of  the  letters  that 
constitute  the  particular  words  that  you  may  have  under  consideration. 

This  leads  us  to  the  inquiry  how  such  a  memory  can  be  gained.  First  let 
us  note  grounds  for  mental  confusion  in  letter  sequence.  Confusion  arises  from 
(1)  defective  sense,  (2)  weak  attention,  (3)  difficulty  in  distinguishing  the 
word  from  another,  (4)  attention  too  long  placed  upon  the  incorrect  instead  of 
the  correct  way,  and  finally  (5)  lack  of  drill.  The  purpose  being  to  avoid  or  re- 
move confusion,  and  to  develop  a  sense  of  certainty,  we  must  unceasingly  attack 
these  causes.  First  of  all,  make  sure  that  no  pupil's  eyesight  or  hearing  are  de- 
fective; if  they  are,  try  to  have  the  parents  take  care  of  the  unfortunate  defects 
without  delay.  Do  not  emphasize  the  wrong  ways  to  spell,  but  the  one  and 
only  right  one.  Let  there  be  no  confusion  in  the  original  effort  to  get  the  word 
correctly.  This  effort  should  be  repeated  if  necessary,  and  without  great  delay, 
until  the  sequence  comes  to  mind  automatically,  like  the  sequence  of  move- 
ments in  piano-playing  or  typewriitng.     Every  error  creates  a  tendency,  which, 

68 


SPELLING 


if  indulged  in,  soon  becomes  a  pernicious  habit.  When  one  first  feels  the  need 
of  spelling  a  word  and  finds  his  memory  confused,  he  should  suspend  until  he 
assures  himself  that  he  is  right  and  not  until  then  should  he  proceed.  But  on 
the  other  hand  he  should  not  fail  to  proceed,  nor  delay  unduly.  This  putting 
of  mental  emphasis  upon  the  right  way,  and  that  promptl3^  is  highly  impor- 
tant. Immediately  one  should  drill  on  the  newly  acquired  word  until  it  is 
mastered.  Children  will  soon  learn  how  much  more  easily  and  certainly  the 
lesson  is  learned  if  the  mind  is  thus  concentrated.  Given  a  teacher  with 
vigilance  and  a  pupil  with  application,  and  wonders  will  result.  Good  spellers 
in  practical  life  follow  this  method.  Such  often  have  use  for  a  dictionary  and 
keep  one  conveniently  at  hand. 

To  attain  this  correct  habit  is  worth  while,  for  those  whose  spelling  is 
faultless  stand  one  of  the  most  delicate  tests  of  the  grain  of  their  culture.  The 
poor  speller  who  excuses  his  mistakes  by  saying  that  the  sense  is  more  im- 
portant than  the  form  is  partly  right,  and  yet  he  probably  loses  more  than  he 
gains  from  the  ridicule  and  disgust  which  are  aroused  from  the  literal  evidence 
of  his  slovenliness. 

TEXTS 

The  Bailey-Manuel  Spelling  Book,  published  by  Houghton  Mifflin  Co.,  Chi- 
cago emphasizes  the  use  of  dictation  exercises  containing  a  few  lines  possessing 
great  literary  merit.  It  provides  for  three  lessons  a  week  from  the  text,  and  two 
lessons  a  week  to  be  supplied  by  the  teacher.  It  emphasizes  the  teacher's  col- 
lection from  the  pupil's  written  work  of  words  needing  special  attention. 

The  Champion  Spelling  Book,  by  Warren  E.  Hicks,  published  by  the 
American  Book  Co.,  Chicago,  emphasizes  rivalry,  and  frequent  spelling  contests. 
It  makes  two  new  words  prominent  in  each  lesson,  and  develops  eight  other 
subordinate  ones.  It  presents  about  1,200  words  each  year,  teaching  312  of  them 
with  clearness  and  intensity'.    Also,  it  teaches  diacritical  markings. 

Gavin's  Orthography,  published  by  C.  M.  Parker  of  Taylorville,  111.,  is  an  ex- 
cellent text  for  7th  and  8th  grade  students  in  word  analysis.  It  is  based  on  tho 
Illinois  Course  of  Study  in  Spelling,  which  used  to  be  very  much  like  the  cours'3 
in  vogue  in  North  Dakota. 

Alton's  Descriptive  Speller,  published  by  Ginn  and  Co.,  Chicago,  has  words 
grouped  that  are  likely  to  fit  in  with  other  lessons  of  the  day  or  that  pertain  to 
some  topic  in  which  the  children  are  supposed  to  have  an  interest,  such  as  the 
play-ground,  nursery  tales,  number  work,  health  lessons,  domestic  affairs, 
nature  study,  biography,  farm  life,  birds,  etc.  It  is  believed  that  an  interest 
aroused  by  this  group  plan  renders  spelling  lessons  less  formal.  This  text  also 
uses  dictation  exercises  freely. 

E.  G.  Ward's  Rational  Method  in  Spelling,  published  by  Silver,  Burdett  & 
Co.,  Chicago,  emphasizes  dictation  very.  much.  Two  books  are  provided,  the 
pupil's  book  and  the  teacher's  manual. 

The  former  is  used  for  study  only  and  the  latter  for  both  oral  and  written 
recitations.  Text  book  work  begins  with  the  third  grade.  The  pupil  has  a  few 
new  words  each  day,  a  few  sentences  and  some  words  for  review.  The  recita- 
tion work  provides  that  the  teacher  shall  dictate  different  sentences  from  those 
in  the  pupil's  book,  but  which  contain  the  words  that  he  has  studied,  the  pupils 

69 


COURSE  OF  STUDY 


not  beginning  to  write  until  the  teacher  has  dictated  all  of  the  sentence,  clause, 
or  phrase,  depending  upon  the  age  and  adaptability  of  the  class.  The  review 
words  may  be  either  written  from  dictation  or  spelled  orally. 

GENEBAL    SUGGESTIONS 

1.  Spelling  depends  upon  pronunciation.  Children  often  misspell  a  woril 
because  they  do  not  know  precisely  what  the  word  is.  Careful  distinct  pro- 
nunciation of  the  word  should  therefore  be  the  first  step  in  spelling,  and  the 
drill  in  the  pronunciation  of  the  spelling  lists  should  be  a  staple  exercise. 

2.  The  teacher  should  always  let  the  pupils  pronounce  and  spell  the  woras 
aloud  before  they  study  them  silently.  By  spelling  aloud  we  appeal  to  the  audi- 
tory memory  and  bring  it  to  the  assistance  of  the  visual  memory.  For  the  same 
reason  frequent  reviews  should  be  given  in  the  form  of  oral  spelling.  In  oral 
spelling  the  syllables  should  always  be  carefully  indicated  by  pauses, — but  not 
pronounced. 

3.  The  words  should  be  studied  from  lists  written  or  printed  in  the  way 
we  see  them  in  ordinary  writing  and  print;  i.  e.,  without  diacritical  marks,  for 
it  is  the  image  of  this  ordinary  form  that  we  wish  to  stamp  upon  the  visual 
memory. 

4.  When  lists  of  words  are  assigned  for  a  spelling  lesson  care  should  be 
taken  that  pupils  show  their  meaning.  To  learn  to  spell  words  that  we  do  not 
understand,  and  therefore  cannot  use,  is  absurd.  The  best  lists  are  those  that 
are  selected  from  the  pupils'  written  papers  and  other  lessons;  although  it  is 
usually  advisable  to  supplement  such  lists  with  a  good  spelling  book,  at  least  in 
the  upper  grades.  Such  a  book  may  be  introduced  in  the  Third  or  Fourth 
grades. 

5.  In  selecting  words  from  the  pupil's  other  lessons,  it  is  not  always  well 
to  take  the  most  difficult  that  occur  there.  In  such  subjects  as  geography  and 
literature  we  meet  with  many  unusual  words  that  children  should  not  be  asked 
to  learn  to  spell.  The  important  and  reasonably  common  words  are  the  ones 
that  should  receive  atten|:ion. 

6.  When  dictating  words  for  spelling  aim  to  pronounce  them  but  once,  but 
be  sure  that  each  pupil  hears  them  distinctly.  Defective  hearing  need  not  imply 
deafness,  but  simply  an  inability  to  discern  differences  between  similar  sounds, 
such  as  on  and  in  and  ufi,  ar  and  ur. 

7.  Make  "Eye  and  Ear"  lists  for  words  whose  spelling  merely  corresponds, 
but  which  have,  for  example,  one  silent  letter.  Such  lists  might  be  written  on 
the  board,  with  the  troublesome  letters  underscored,  as,  for  example,  separate. 
"Eye"  lists  should  be  made  up  containing  words  that  appeal  almost  entirely  to 
the  visual  memory,  as  for  instance  prey,  ocean. 

THIRD  GRADE. 

1.  Spell  important  words  of  all  the  lessons  studied  in  the  grade,  selecting 
especially  such  as  the  pupil  is  able  to  make  use  of. 

2.  Write  names  of  objects  in  the  school  room,  of  boys  and  girls,  of  fruits, 
trees,  flowers,  parts  of  a  house,  building  material,  occupations,  tools,  material 
used  for  clothing,  articles  of  food,  parts  of  the  human  body,  etc. 

3.  Give  frequent  dictation  exercises;  bring  in  the  use  of  the  apostrophe, 
homonyms  and  other  matters  that  can  be  better  taught  in  sentences  than  in 

70 


SPELLING— Year  3 


isolated  words.     Drill  on  such  homonyms  as  bad,  bade;    be,  bee;    beat,  beet; 
blew,  blue;  cent,  sent;  dew,  due;  knew,  new;  knows,  nose;  etc. 

4.  Have  pupils  make  lists  of  words  they  have  misspelled,  cultivate  a  pride 
in  keeping  these  "black  lists"  small. 

5.  Have  frequent  phonic  exercises.  Phonics  shoul  be  continued  and  re- 
viewed until  the  pupils  can  give  the  sounds  of  all  letters  and  common  phono- 
grams. 

G.  Give  exercises  in  word-building.  For  example,  make  a  list  of  words  to 
which  "less"  can  be  annexed;  words  to  which  "er"  can  be  annexed,  or  "y,"  or 
other  suffixes.  Make  a  list  of  words  to  which  "un"  can  be  pre-fixed;  lists  to 
which  "mis"  and  other  pre-fixes  can  be  used. 

7.  Let  pupils,  with  book  in  hand,  pronounce  lists  of  words.  Drill  on 
syllabication  and  accent. 

8.  When  studying  the  meaning  of  a  word,  it  is  a  good  practice  to  call  for  a 
synonym,  in  case  we  have  a  synonymous  word;  or  to  give  a  word  of  opposite 
meaning, — an  antonym.  Give  synonyms  of  such  words  as  applaud,  cute,  dim, 
frail,  tarry,  handsome,  etc.  Antonyms  of  such  words  as  alike,  absent,  cold, 
cheap,  come,  deep,  evil,  friend,  false,  good,  keen,  long,  etc. 

FOURTH  GRADE. 

1.  Spell  important  words  taken  from  the  various  lessons  of  the  day.  If  a 
spelling  book  is  used,  it  should  not  furnish  more  than  half  the  work  for  the 
subject. 

2.  Teach  the  use  of  the  dictionary,  and  the  principal  diacritical  markings 
of  the  letters  as  a  means  of  indicating  pronunciation. 

3.  Train  pupils  to  scrutinize  the  difficult  parts  of  their  new  words  and  to 
fix  those  in  mind. 

4.  Continue  dictation  exercises,  bringing  in  the  use  of  the  apostrophe,  per- 
iod, question  mark,  and  capital  letters. 

5.  Continue  drills  in  articulation,  the  sounds  of  letters  and  phonograms, 
syllabication  and  accent,  synonyms,  antonyms,  and  homonyms. 

6.  Learn  the  rules  for  dropping  final  e,  changing  y  to  i,  doubling  the  final 
consonant,  and  the  rule  in  regard  to  i  uefore  e. 

7.  Give  frequent  reviews,  especially  of  all  misspelled  words  found  in  the 
written  work  of  the  classes,  but  do  not  expect  the  pupils  to  spell  all  the  difficult 
words  met  in  their  studies.     Such  a  demand  would  be  unreasonable. 

FIFTH     AND     SIXTH    GRADES. 

Continue  in  the  various  lines  suggested  for  the  fourth  grade,  reviewing 
them  and  extending  them  as  it  may  seem  desirable  to  do. 

Give  some  attention  to  common  prefixes  and  suffixes,  and  other  studies  in 
word  analysis  and  word  building. 

In  the  dictation  exercises  include  plural  forms  of  nouns,  possessives, 
homonyms,   contractions,   punctuation,   capitalization,   and    letter   writing. 

Give  articulation  drills, — including  careful  enunciation,  pronunciation,  and 
syllabication. 

Teach  the  rules  for  spelling  the  plurals;  changing  fe  to  ves,  adding  fs,  and 
changing  y  to  ies. 

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COURSE   OF  STUDY 


^     Have  each  pupil  keep  a  list  of  words  he  has  misspelled,  and  review  them 
until  thej'  are  well  mastered.    Have  frequent  oral  spelling  matches. 

SEVENTH  AND  EIGHTH  GRADES. 

In  these  grades,  especially  the  eighth,  the  use  of  the  spelling  book  should 
depend  entirely  upon  the  ability  of  the  class.  If  it  is  found  that  pupils  habitual- 
ly misspell  words  belonging  to  lower  grade  work  then  advance  work  in  the 
spelling  book  should  be  avoided,  and  words  selected  from  the  other  studies  and 
from  the  work  assigned  to  lower  grades.  If,  on  the  other  hand,  the  class  is 
strong  a  richer  course  may  be  given,  taking  up  the  origin  of  words, — prefixes, 
suffixes  and  roots,  some  French  and  Latin  phrases  found  in  English  print  and 
sometimes  heard,  and  the  spelling  and  pronunciation  of  such  difficult  words  is 
"embrolio,"  "ennui,"  "boudoir,"  "esprit  de  corps."  But  always  remember  that 
the  first  problem  for  any  class  is  to  secure  accuracy  in  all  written  work. 

Bearing  these  general  suggestions  in  mind  you  should  plan  your  work  in 
these  grades  so  as  to  continue  drill  in  misspelled  words,  word  analysis,  the 
habitual  use  of  the  dictionary,  articulation  and  syllabication  drills,  and  dicta- 
tion exercises. 

By  the  time  the  pupil  graduates  from  the  common  school  the  habit  of  cor- 
rect spelling  should  be  well  established,  and  also  the  habit  of  observing  and 
mastering  the  different  parts  of  new  words  when  they  are  added  to  the  vocabu- 
lary. 


a 


GEOGRAPHY  AND   NATURE  STUDY 


Geography,  Nature  Studyand  Agriculture 


Geography 

Geography  was  defined  in  the  last  preceding  Course  of  Study  as  "the  study 
of  man  and  his  physical  environment  and  how  he  has  used  and  changed  the 
natural  conditions  to  aid  his  life  and  development."  It  is  a  recognized  law 
that  education  at  any  time  must  be  an  outgrowth  of  the  knowledge  and  interests 
the  pupil  already  possesses;  thru  these  are  developed  the  new  knowledge  and 
the  new  interests.  The  pupil  already  knows  many  things  (and  is  interested 
in  some  of  them)  regarding  his  natural  surroundings, — he  knows  the  domestic 
animals  and  some  of  their  characteristics,  he  knows  many  things  about  grains, 
weeds,  trees,  weather,  local  occupations  and  means  of  transportation,  etc.,  etc. 
Here  then  is  the  place  to  begin;  his  early  geography  work  will  be  mainly  nature 
study  and  geography  of  his  home  and  school  surroundings. 

It  is  neither  necessary  nor  wise  however  to  confine  his  work  too  strictly  tc 
these  limits.  There  is  ample  material  here  for  more  than  the  time  that  can  be 
allotted;  but  it  will  add  interest  and  value  and  at  the  same  time  be  a  help  to 
later  studies,  if  along  with  these  studies  of  local  surroundings  there  are  fre- 
quent glimpses  out  into  the  larger  world.  Children  are  always  interested  in 
stories  of  child  life  in  other  lands.  Primitive  people  like  the  Indians,  the  Eski- 
mos, the  Arabs,  live  a  life  simple  enough  to  be  understood  by  children  and  illus- 
trative of  the  struggles  of  our  ancestors  to  secure  food,  shelter,  and  clothing. 
The  foods  and  clothing  of  the  children  themselves  have  a  story  that  will  often 
be  of  interest  and  at  the  same  time  carry  the  pupil's  imagination  to  other  lands 
and  climates.  The  stories  of  the  reading  or  language  lessons  often  make  refer- 
ences that  need  geographical  facts  to  explain  them.  All  these  things  the 
teacher  should  utilize  as  occasion  offers  and  should  sometimes  make  the  oc- 
casion. 

Thus  the  geography  of  the  lower  grades  consists  of  three  lines  of  work, 
closely  related  to  each  other;  home  geography,  nature  study,  and  occasional  les- 
sons leading  out  from  these  to  other  lands  and  peoples.  For  suggestions  as  to 
nature  study,  go  to  the  course  in  nature  study  following  the  geographical  course. 
The  home  geography  will  take  up  the  following  and  related  topics: 

/.     Oral  and  Observation  Work. 

I.    Exercises  in  Location,  Direction,  Time  and  Distance. 

a.  Location  and  Directions  In  what  direction  does  the  sun  rise?  Set? 
Where  is  the  sun  when  it  is  noon?  What  objects  in  the  school  room  are  north 
of  you?  East  of  you?  South  of  you?  West  of  you?  What  objects  in  sight  of 
the  school  are  north,  south,  east,  west? 

73 


COURSE  OF  STUDY 


^^  (b)  Time:  The  teacher  should  prepare  a  series  of  simple  observations  or 
calculations  involving:  (a)  seconds;  (b)  minutes;  (c)  hours;  (d)  days;  (e) 
weeks;    (f)  months;    (g)  years.     (Use  calendar.) 

(c)  Distance:  The  teacher  should  pay  much  attention  to  short  and  local 
distances:  (a)  Measurement  in  inches;  (b)  measurement  in  feet;  (c)  measure- 
ment in  yards;  (d)  measurement  in  rods;  (e)  measurement  in  one-fourth,  one- 
half  and  one  mile;   (f)  measurements  across  40  acres,  80  acres,  160  acres. 

II.  Exercises  on  Water  Forms:  1.  Let  the  children  see  and  discuss  and 
name  all  the  nearby  water  forms,  as  (a)  Lakes,  ponds,  pools,  water  holes,  etc. 
(b)  Rivers,  creeks,  rivulets,  etc. 

III.  Exercises  on  Land  Forms:  (These  may  be  studied  along  with  water 
forms.)  1.  Study  by  observation  around  the  school  house  and  by  short  excur- 
sions to  (a)  Hills,  slopes,  prairies,  plains,  etc.  (b)  Ridges,  divides,  valleys, 
ravines,  gullies,  etc. 

77.  Exercises  Involving  Modifications  of  Land  and  Water:  1.  These  ob- 
servations may  be  made  in  conjunction  with  II  and  III.  (a)  Erosion  and  trans- 
portation of  fine  silt  and  clay  in  time  of  rains,  (b)  Forming  of  above  into  little 
alluvial  cones,  banks,  etc.     (c)  Tiny  erosion  forms,  as  waterfalls,  canyons,  etc. 

V.  Exercises  in  Rocks,  Clay  and  Soil:  1.  The  teacher  should  let  the  chil- 
dren collect  a  number  of  rocks;  especially  such  as  granite,  sandstone,  shale  and 
limestone,  common  stone,  pebbles,  clay  silts. 

2.  These  should  be  named  and  explained  in  a  very  brief  way. 

VI.  Exercises  in  Map  Making  for  the  Third  Grade:  1.  The  maps  should 
be  outline  in  character,  showing:  (a)  Location  of  the  school  house,  (b)  Loca- 
tions of  roads,  walks,  etc.  (c)  Location  of  important  objects  or  forms  studied 
near  the  school  house. 

VII.  Exercises  Involving  Industrial  Geography:  (To  make  a  study  on  the 
wants  of  man  and  how  these  are  supplied.)  1.  How  seeds  are  planted  or  grown 
into  vegetables  or  plants,  producing  new  seeds. 

2     How  crops  are  produced. 

3.  How  these  crops  are  consumed,  (a)  At  home,  if  so,  how,  and  results, 
(b)  Shipped  away;  if  so,  how  and  for  what  use? 

4.  What  domestic  animals  do  you  know;  and  how  protected?  (a)  Are 
these  all  for  the  use  of  man?  (b)  Are  these  in  part  raised  for  market?  If  so, 
how  shipped  and  for  what  use? 

5.  What  fruits  are  grown  in  the  neighborhood?    How  and  when  consumed? 

6.  What  fruits  are  eaten  here  that  are  not  grown  in  the  community?  (a) 
Why  do  we  not  grow  these  fruits?  (b)  What  ones  might  we  grew  if  we  would 
try? 

7.  What  trees  are  grown  here  besides  the  fruit  trees?  (a)  Use  to  whicn 
these  are  placed,    (b)  Where  do  we  get  the  lumber  used  for  houses,  etc? 

8.  Out  of  what  sort  of  material  is  this  school  house  made?  (a)  Name  all 
the  different  kinds,     (b)  Tell  how  each  kind  was  prepared  for  the  building. 


74 


GEOGRAPHY— FOURTH    GRADi 


9.  Name  the  different  kinds  of  material  out  of  which  men  make  homes. 

(a)  How  many  of  these  have  you  seen?  (b)  How  many  of  these  are  from  North 
Dakota?  (c)  How  many  of  these  came  froni  this  country?  (d)  How  are 
these  materials  prepared  for  use? 

10.  Name  all  the  kinds  of  material  we  wear  for  clothing,  (a)  Give  the 
story  of  the  preparation  of  woolen  goods.  Cotton  goods.  Silk  goods.  Leather 
goods. 

11.  Name  all  the  leading  kinds  of  farm  machinery,     (a)   For  what  used? 

(b)  Where  manufactured? 

12.  Make  a  list  of  all  products  sent  out  of  the  neighborhood,  (a)  Ho.v 
transported?     (b)   For  what  used? 

13.  Make  a  list  of  all  the  products •  brought  into  the  neighborhood,  (a) 
How  brought  in?     (b)   Use?     (c)  Why  brought  in? 

14.  Name  all  the  industries  in  your  district. 

15.  Name  all  the  ways  by  which  men  make  a  living  in  your  community. 
(See  course  in  elementary  sociology  for  further  suggestions  along  this  line.) 

VIII.  Exercises  on  Climate:  Let  students  observe  the  different  changes 
of  the  weather,  (a)  Changes  in  temperatures  and  some  results,  (b)  Changes 
in  wind  and  some  results,  (c)  Changes  from  clear  to  coludy  weather  and  some 
results. 

For  studies  in  the  life  of  primitive  peoples,  children  of  other  lands,  stories 
of  our  common  foods  and  clothing,  the  questions  asked  by  the  pupils  them- 
selves, the  material  in  the  school  readers,  the  library  books,  will  furnish  many 
suggestions.  Every  teacher  should  have  in  her  own  or  the  school  library  several 
books  like  the  following:  Andrews'  Seven  Little  Sisters  and  Each  and  All, 
Starr's  Strange  Peoples  and  American  Indians;  Button's  In  Field  and  Pasture 
and  Hunting  and  Fishing;  World  and  Its  People,  Children  of  the  Palm  Land, 
Children  of  the  Cold,  Big  People  and  Little  People  of  Other  Lands. 

In  all  this  work  dealing  with  places  outside  our  own  country  and  occas- 
ionally in  dealing  with  even  American  religions  use  the  globe  frequently  as  well 
as  the  map  in  pointing  out  localities.  (Some  would  say  use  it  before  using 
maps.) 

FOURTH  GRADE. 

In  the  fourth  grade  the  pupil  is  introduced  to  the  book.  No  real  teacher 
will  however  expect  fourth  grade  geography  to  consist  mainly  of  recitation  bv 
the  pupils  of  material  they  have  'learned  from  the  book.  Geography  has  been 
entirely  oral  up  to  the  fourth  grade  and  there  must  be  no  sudden  change.  For 
the  first  few  weeks  of  the  fourth  year  the  work  will  continue  to  be  oral  and  the 
book  is  used  for  the  pictures  it  gives  of  the  things  the  teacher  is  telling  them 
about;  or  the  pupils  find  on  the  map  in  the  book  the  places,  rivers,  mountains, 
etc.,  which  the  teacher  finds  on  the  wallmap;  or  sometimes  teacher  and  pupils 
read  together  certain  paragraphs.  For  some  time  (and  with  many  c^-^^-^j  the 
entire  year)  one  must  give  a  large  part  of  nearly  every  recitation  in  geography 
to  teaching  the  pupils  to  read  the  text  and  get  something  from  it,  and  to  get 
into  the  habit  of  hunting  up  on  the  map  the  various  things  mentioned  in  the 
text  or  in  the  oral  material  given  by  the  teacher. 

75 


COURSE  OF  STUDY 


Geography  especially  in  these  grades  needs  to  be  a  live  subject.  To  this 
ena  constant  use  should  be  made  of  pictures,  magazine  articles,  geographical 
news  items  in  the  newspapers,  folders  and  other  publications  of  the  railroads, 
scenic  post  cards,  specimens,  relics,  maps,  and  charts.  The  teacher  should 
make  a  collection  of  these  and  encourage  the  children  to  contribute.  Make  the 
child  and  his  interests  the  test  of  material;  he  wishes  to  know  not  dead  facr,s 
about  things  that  have  to  him  no  effect  on  human  beings;  but  rather  what  peo- 
ple did  or  are  doing,  why  they  do  it,  how  they  do  it,  and  to  see  where  these 
things  are  going  on.  So  the  Course  as  laid  out  suggests  not  so  much  a  logical 
grouping  of  the  chief  facts  about  each  region  as  a  series  of  vivid  pictures  of  the 
leading  occupations  and  types  of  life  in  each  region. 

It  is  planned  to  give  the  first  two  months  to  reviewing  and  systematizing 
the  ideas  gained  by  the  pupils  in  the  first  three  grades,  a  month  to  the  geogra- 
phy of  North  Dakota,  a  month  to  North  America,  and  the  remainder  of  the 
year  to  the  various  sections  of  the  United  States.  (About  a  third  of  the  time 
should  be  given  to  nature  study.)      (See  nature  study  course.) 

FIRST  MONTH. 

I.  Exercises  in  Location,  Direction,  Distance:  Location  of  towns,  roads, 
bridges,  railroads.  These  topics  teach  direction  and  distance.  Teach  the  units 
of  distance,  foot,  yard,  rod,  mile;  pupils  should  measure  many  short  distances 
in  the  lower  units,  and  should  become  quite  ready  in  estimating  short  distances 
Teach  the  points  of  the  compass  and  apply  them  in  the  direction  or  familiar  ob- 
jects from  the  schoolhouse.  Have  pupils  draw  map  of  the  schoolhouse  and 
schoolyard,  locating  roads,  walks,  etc. 

II.  Exercises  in  Water  Forms:  Clouds,  snow,  frost,  dew,  rain.  Where  is 
water  found  in  the  locality?    Its  uses? 

In  all  work  read  to  or  with  the  pupils  any  material  in  their  book  that  will 
add  interest  or  clearness  to  the  oral  work;  especially  note  any  pictures  that 
apply. 

SECOND  MONTH. 

Review  and  organize  the  ideas  gained  from  the  oral  industrial  f^ccgraphy 
and  elementary  sociology  work  of  the  first  three  years  regarding  the  occupa- 
tions necessary  to  supply  the  needs  of  the  pupils.  Study  division  of  labor  in  the 
home  and  neighborhood. 

Study  the  farm  (a)  comparing  the  farm  in  spring  with  the  farm  in  fall; 
(b)  Comparing  the  wheat  farm,  the  stock  farm,  the  dairy  farm,  the  farm  of  the 
market  gardener;  (c)  The  relation  of  the  grain  elevator  to  the  farm,  the 
creamery,  the  grocery  store,  the  blacksmith  shop,  the  school,  etc. 

Have  pupils  draw  map  of  the  neighborhood,  putting  in  the  school  house,  the 
principal  roads  leading  to  it,  the  road  leading  to  the  village,  and  the  homes  of 
the  pupils. 

Teacher  present  a  map  of  the  county  with  the  names  of  the  adjacent  coun- 
ties, and  showing  the  pupils'  own  township  and  the  names  of  the  adjacent  town- 
ships; also  any  important  rivers  or  any  railroads;  the  county  seat  and  the  vil- 
lage at  which  the  neighborhood  trades. 

76 


GEOGRAPHY— FOURTH  GRADE 


THIRD  MONTH— A  STUDY  OP  MORTH  DAKOTA. 

After  a  review  of  local  industries  and  principal  products  of  the  locality,  let 
the  teacher  tell  the  pupils  of  the  principal  occupation  of  our  state  agriculture, — 
and  with  it  the  chief  facts  about  agriculture  in  the  Red  River  valley,  agricul- 
ture in  the  central  part  of  the  state,  and  agriculture  in  the  "Slope  Country," 
about  stockraising  and  how  it  differs  in  eastern  and  western  parts  of  the  state; 
about  our  coal  mining;  and  about  our  manufacturing  of  flour,  flax-tow,  butter, 
etc.  Many  of  these  things  the  children  will  figure  out  for  themselves,  if  given 
the  basic  facts  of  soil,  climate,  etc. 

This  discussion  of  products  will  lead  to  a  notice  of  the  chief  railroads  and 
where  outside  the  state  (Minneapolis,  Duluth,  etc.)  they  take  the  products 
shipped  out;  and  thence  to  some  notice  of  the  chief  cities  that  act  as  collecting 
centers  for  these  products,  and  distributing  centers  for  the  imports.  What  are 
the  principal  goods  we  have  to  import?  (  Note  in  particular  the  chief  centers, 
imports,  and  exports  of  your  own  localit3^) 

All  this  should  be  taught  with  constant  reference  to  a  state  map  kept  be- 
fore your  class;  and  there  should  be  frequent  incidental  naming  of  rivers,  cities, 
neighboring  states,  railroads,  adjacent  counties,  etc.,  and  finally  the  class 
should  be  able  to  close  up  the  month's  work  with  a  day  or  two  of  review  nam- 
ing as  the  teacher  points  out,  or  pointing  out  as  the  teacher  names,  many  of 
the  cities,  rivers,  etc.,  and  tell  many  of  the  facts  told  to  them  (tho  we  are  not 
to  forget  that  the  aim  has  been  to  interest  the  pupil  and  help  him  to  get  a  gen- 
eral understanding  of  conditions  rather  than  to  have  him  memorize  certain 
"cut  and  dried"  facts.) 

FOURTH  MONTH. 

Demonstrate  by  the  use  of  a  globe  "the  great,  wide,  wonderful  world." 
Note  the  equator,  poles,  directions,  continents,  oceans,  seasons,  people;  many  of 
these  things  can  be  taught  incidentally  in  connection  with  a  review  of  the 
stories  of  primitive  peoples,  child  life,  and  oral  geography  taken  up  in  the  lower 
grades.  Do  not  forget  to  use  the  maps,  pictures,  and  descriptive  matter  of  the 
geographies  in  the  hands  of  the  pupils  so  far  as  it  will  help  in  this  work. 

After  about  two  weeks  spent  on  the  world  as  a  whole,  study  North  America 
noticing  the  oceans  that  surround  it,  the  directions  of  the  continents,  its  gen- 
eral shape,  its  size  (over  100  North  Dakotas),  the  two  chief  mountain  systems, 
five  or  six  river  systems  (and  their  direction  as  showing  slope),  the  countries 
of  North  America  and  a  general  notion  of  their  climate,  the  approximate  loca- 
tion of  our  own  state  in  North  America  and  the  United  States,  and  the  people  of 
the  various  regions  (whites,  negroes,  Indians,  Eskimos)  and  where  found. 
Many  teachers  will  teach  these  facts  best  by  following  the  French  in  their  ex- 
ploration of  the  St.  Lawrence  and  Mississippi  valleys  (not  naming  many  in- 
dividual explorers,)  De  Soto  in  his  wanderings,  Lewis  and  Clarke's  expedition, 
etc. 

FIFTH  MONTH. 

(Divided  between  the  United  States  as  a  whole  and  the  New  England  section.) 

The  study  of  the  United  States  is  a  continuation  of  the  studies  of  North 

America  begun  last  month,  and  can  be  carried  on  thru  exploration  as  in  the  pre- 

77 


COURSE  OF  STUDY 


ceding  month;  thru  imaginary  journey's  to  Florida,  New  Orleans,  New  York  or 
Boston,  San  Francisco,  etc.;  thru  following  a  car  of  North  Dakota  wheat  to 
New  York,  a  car  of  apples  or  a  barrel  of  sugar  or  sack  of  coffee  from  its  place 
of  production  to  us  here  in  this  state. 

NEW   ENGLAND   SECTION. 

Its  settlement  (connected  with  the  Thanksgiving  story) ;  its  climate  and 
surface  and  soil — simply  the  most  striking  characteristics;  show  it  is  largely 
driven  out  of  agriculture,  and  how  it  comes  to  be  manufacturing  and  commer- 
cial. 

Some  things  to  add  interest  and  at  the  same  time  give  a  clear  view  of  New 
England  life  might  be  an  account  of  the  quarrying  of  marble,  a  story  of  a  whal- 
ing voyage  or  a  cod  or  halibut  fishing  voyage,  an  account  of  a  visit  to  the  lum- 
ber camps,  a  visit  to  a  "maple  sugar  camp,"  a  hunting  or  fishing  trip  in  north- 
ern Maine,  stories  of  Boston  in  the  Revolution,  or  of  ship-building  in  the  early 
days. 

SIX  MONTH. 

MIDDLE    ATLANTIC    SECTION 

Note  its  direction  from  New  England  and  from  us,  its  location  in  United 
States,  its  surrounding  and- what  states  it  includes,  and  teach  pupils  to  locate  a 
few  of  the  chief  cities. 

Tell  of  its  mines  of  iron  and  coal,  its  oil  and  natural  gas;  call  attention  to 
its  oportunities  for  trade  with  Europe  and  the  West  and  Central  parts  of  the 
United  States.  Many  classes  will  by  this  time  be  able  to  find  out  many  of  these 
facts  from  their  texts  and  should  in  that  case  be  expected  to  do  so,'tho  the  reci- 
tation should  not  be  mainly  a  recitation  from  the  text. 

Some  things  to  add  interest  might  be  a  story  of  a  journey  thru  a  coal  mine 
or  a  visit  to  an  oil  well,  a  trip  to  Niagara  Falls  or  to  Washington,  an  imaginary 
journey  along  the  Erie  Canal,  a  conversation  with  the  pupils  regarding  the  uses 
of  iron  and  steel,  a  description  of  the  harbor  of  New  York  with  its  ships  and 
what  they  bring  or  carry  away,  the  oyster  beds  of  the  Chesapeake,  why  truck 
gardening  is  so  important  in  this  section,  a  seaside  resort  like  Atlantic  City. 

From  the  Middle  Atlantic  section  come  over  into  our  section;  show  how 
the  two  sections  are  alike;  review  North  Dakota  and  use  it  as  a  type  of  the 
North  Central  states.  Bring  out  the  fact  that  father  south  more  corn  and  stock 
are  raised;  that  in  the  regions  that  have  coal  and  iron  or  peculiar  commercial 
advantages,  large  manufacturing  and  commercial  centers  have  grown  up;  note 
what  and  where  several  of  them  are.  Some  special  features  may  be  a  day  at  a 
wheat  farm  or  a  stockranch,  a  day  in  the  pineries,  a  journey  down  the  Great 
Lakes  or  Mississippi,  a  visit  to  a  packing  plant,  a  day  at  Gary. 

SEVENTH  MONTH. 

Southern  States  from  Virginia  to  Texas.  Note  their  location  as  a  part  of 
the  United  States  and  their  direction  from  us;  the  states  included;  point  out  a 
few  of  the  more  important  rivers;  and  several  of  the  principal  cities,  especially 
New  Orleans,  Galveston,  Charleston,  Savannah,  Mobile,  Memphis. 

Some  interesting  topics  would  be  plantation  life  before  the  war,  a  cotton 
plantation  of  today,  the  making  of  sugar,  the  raising  of  rice,  a  southern  pinery 

78 


GEOGRAPHY—FIFTH    GRADE 


and  its  products,  the  coral  builders  and  coral  fishing,  a  Texas  cattle  ranch,  a 
day  on  a  tobacco  plantation,  a  visit  to  an  orange  grove.  Finally  a  summary 
furnished  largely  by  the  pupils  from  their  texts  and  the  oral  work,  of  the  chief 
products,  imports,  and  cities  of  the  section. 

EIGHTH  MONTH. 

The  Plateau  States.  Locate  in  the  United  States  and  note  their  direction 
from  the  sections  previously  studied;  note  their  mountains  and  their  lack  of 
large  rivers  and  whv;  note  the  sparse  population  and  the  few  cities;  the  neces- 
sity of  irrigation.  Some  interesting  lessons  could  take  up  Lewis  and  Clarke's 
expedition,  a  day  at  a  gold  mine,  or  a  trip  through  Yellowstone  Park,  the  can- 
yon of  the  Colorado,  the  work  of  the  Mormons  at  Salt  Lake  City  (how  they 
made  the  desert  into  good  farms.) 

The  Pacific  States.  Located  and  named.  Tell  about  the  discovery  of  gold 
in  California  and  the  rush  of  goldseekers;  the  earthquake  at  San  Francisco, 
the  Japan  Stream  and  its  effect  on  the  climate  of  all  the  states,  a  Washington 
fruit  farm,  salmon  fishing  and  canning. 

NINTH  MONTH. 

ALASKA,    HAWAII,   PORTO   RICO,   THE   PHILIPPINES 

Alaska — Note  its  location  in  North  America  and  its  direction  from  Canada 
and  from  United  States.  Its  climate  as  affected  by  its  distance  from  the  equator 
and  its  nearness  to  the  Japan  Stream,  its  people  both  natives  and  immigrants. 
Interesting  lessons  can  be  given  on  the  seals  and  seal-fisheries,  salmon  fisheries, 
glaciers,  goldmining  at  Nome. 

The  sub-tropical  dependencies  should  be  located,  their  size  made  clear  by 
comparing  it  with  our  own  or  other  states  (Porto  Rico  about  the  size  of  Mou- 
ton  county,  Philippines  about  half  larger  than  this  state.)  Notice  the  similar- 
ity of  the  three  in  climate  and  products,  and  compare  as  to  distance  away,  com- 
mercial advantages,  etc. 

FIFTH     GRADE. 

The  fourth  year's  work  has  aimed  to  give  a  bird's  eye  view  of  the  United 
States,  and  a  notion  of  the  life  and  occupations  of  the  various  sections;  the  fifth 
year  gives  a  similar  but  still  more  hasty  view  of  the  remaining  countries  and 
continents  of  the  world.  The  material  in  the  hands  of  the  pupil  is  the  remain- 
ing portion  of  the  Elementary  text.  The  pupil  has  had  a  year's  expeirence  in 
the  use  of  a  text  in  geography  and  is  also  a  stronger  reader  than  he  was" a  year 
before,  so  we  may  expect  more  from  him  in  the  study  of  his  lessons.  The  work 
of  this  year  should  however  be  largely  of  the  same  kind  as  was  that  of  the 
fourth  —  a  series  of  vivid  pictures  of  the  life  and  occupations  of  the  people 
studied  and  how  these  are  infiuenced  by  the  climate  and  physical  coiiditions. 
These  studies  should  be  conducted  with  the  map  before  the  pupils  much  of  the 
time;  all  of  the  stories,  descriptions,  imaginary  journeys,  etc.,  should  be  given 
definite  location  in  the  pupil's  mind  by  constant  reference  to  a  wall  or  text-map, 
or  both,  or  often  on  an  out-line  map  quickly  drawn  on  the  board  by  the  teacher. 
It  is  now  generally  believed  that  the  carefully  drawn  and  colored  maps  with 

79 


COURSE  OF  STUDY 


jjaany  details  common  some  years  ago  do  not  give  a  fair  return  for  the  time 
they  cost;  but  pupils  should  do  considerable  drawing  of  "skethcy"  outline  maps 
put  on  the  board  or  paper  in  a  few  minutes  and  containing  only  a  few  assigned 
details. 

Give  about  a  third  of  the  geography  time  to  Nature  Study —  (See  Nature 
Study  Course.) 

FIFTH  YEAR. 
FIRST  MONTH. 

Canada  and  Newfoundland.  Note  location;  climate  affected  by  location  and 
by  the  Greenland  and  Japan  currents;  size  about  that  of  the  United  States; 
compare  various  parts  with  the  adjacent  parts  of  our  country,  as  Novia  Scotia 
with  Maine,  Southern  Ontario  with  New  York,  Manitoba  and  the  Northwest 
with  Dakota,  British  Columbia  with  Washington.  Special  topics  for  a  day  or 
two  each  might  be  The  Klondike,  the  fur  trade  of  the  Northwest,  Winnipeg  as 
a  trade-center  (what  it  exports  and  imports  and  why  it  came  to  be  a  great  city), 
a  fishing  trip  to  the  Newfoundland  Banks. 

Mexico  and  Central  America.  Note  location  and  direction  from  the  United 
States;  compare  Mexico  with  Southwest  U.  S.;  compare  West  Indies  with  Porto 
Rico;  special  topics  of  interest  are  a  journey  from  San  Antonio  to  Mexico  city, 
what  United  States  did  for  the  health  of  Havana,  Spain's  colonization  and 
government  of  Cuba,  the  raising  of  bananas,  the  Panama  Canal. 

SECOND  MONTH. 

South  America.  Its  location  as  to  the  equator  and  the  United  States.  Have 
pupils  draw  an  outline  map  putting  in  the  two  mountain  and  three  river  sys- 
tems. Several  interesting  lessons  can  be  made  of  the  following  topics  and  thru 
them  one  can  bring  out  the  chief  facts  of  this  continent's  geography;  a  journey 
down  the  Amazon  river,  a  visit  to  a  coffee  plantation,  how  rubber  is  produced,  a 
stock  farm  in  the  Pampas,  a  visit  to  the  diamond  mines,  South  American  In- 
dians compared  with  North  American  Indians,  Quito. 

THIRD  MONTH. 

Europe.  Note  location;  size  (about  the  same  as  United  States);  population 
(about  four  times  that  of  U.  S.) ;  the  climate  as  affected  by  ocean,  ocean  cur- 
rent, and  winds;  the  forests,  steppes  ,etc.;  the  homes  of  the  people  we  know 
best;  a  dozen  of  the  chief  cities. 

British  Isles.  After  noting  its  location  and  size,  spend  a  day  or  so  each  on 
a  trip  thru  the  Highlands  of  Scotland;  comparing  western  Britain  with  its  coal, 
iron,  wool,  and  manufacturing  with  Pennsylvania;  Ireland  with  its  agriculture 
and  the  manufacturing  that  grow  out  of  it;  Ireland's  struggle  for  independence; 
a  journey  around  the  islands  touching  at  the  chief  seaports  and  learning  what 
is  shipped  out  or  in  at  them.  Notice  especially  what  we  send  there  and  what 
we  get  from  them. 

80 


GEOGRAPHY— FIFTH    GRADE 


FOURTH  MONTH. 

Central  and  Western  Europe.  Spend  a  few  minutes  each  day  on  the  map- 
study  of  the  countries  and  a  few  of  their  most  important  cities.  The  main  study 
however  is  on  such  topics  as  grape-culture  in  France,  silk-culture,  production  of 
beet  sugar  in  Germany,  Paris  as  a  center  of  art  and  fashions,  the  German's 
service  in  the  army.  A  trip  up  the  Rhine  river,  iron-manufacturing  in  western 
Germany,  Holland's  struggle  with  the  sea,  a  voyage  around  the  Baltic,  charac- 
teristics of  the  Dutch,  Germans  and  French. 

FIFTH  MONTH. 

SOUTH  EUROPE  AND  EUSSIA 

Compare  Russia  with  United  States  and  Europe  in  size  and  poulation.  Com- 
pare its  climate  with  that  of  Western  Europe;  compare  the  plain  of  the  Volga 
with  the  Mississippi  valley;  call  attention  to  the  lack  of  education,  the  few 
manufacturers,  the  little  commerce,  the  general  backward  condition. 

One  country — Italy  or  Spain — studied  as  a  type  of  South  European  cou:-!- 
tries  and  conditions.  Note  the  general  lack  of  education,  the  few  manufacturers, 
the  lines  of  agriculture  followed,  the  small  commerce,  if  Italy  is  chosen  some 
time  should  be  given  to  the  history  of  Rome,  to  an  imaginary  trip  thru  Italy 
passing  thru  its  art  centers,  the  tunnels  thru  the  Alps,  production  of  olive  oil, 
etc.  If  Spain  is  chosen  a  lesson  each  could  be  given  to  Spain's  exploration  of 
America,  to  Spain's  struggle  to  expel  the  Moors,  the  Spanish-American  war,  in 
addition  to  the  text  studies  of  the  country. 

Two  days  each  on  the  Austro-Hungarian  and  Turkish  Empires. 

SIXTH  MONTH. 

Asia.  Begin  with  a  day  on  the  map,  noting  the  locatio.n  of  the  continent  as 
a  whole,  the  hot  and  cold  regions,  the  deserts,  the  principal  countries  in  Asia 
and  also  Japan,  the  Philippines,  and  the  East  Indies. 

Siberia,  its  tundras,  its  mines,  its  convict  camps. 

China.  Its  resources,  its  dense  population,  their  conservation  and  industry, 
the  raising  of  tea,  the  making  of  silks,  the  Boxer  troubles,  the  meaning  of  the 
"Open  Door,"  the  recent  changes  and  troubles  in  China. 

Japan.  Locate;  compare  with  the  British  Isle  in  size  and  poulation;  the 
rapid  progress  Japan  has  made  in  the  past  few  years;  her  wars  with  China  and 
Russia;  her  chief  products. 

SEVENTH  MONTH. 

Weste7-n  Asia,  the  desert, — take  an  imaginary  caravan  journey  and  notice 
what  is  carried  and  where  to,  spend  a  day  in  an  account  of  the  Arab  life  and 
migrations.  Note  the  contest  among  European  nations  for  the  control  of  West- 
ern Asia, 

India.  Notice  the  location  and  its  dense  population.  Interesting  lessons 
can  be  given  on  the  Sepoy  rebellion,  India's  religion  and  sacred  cities,  the  forr 
ests  and  their  animals,  the  heavy  ranfall,  the  making  of  opium,  routes  to 
Britain  and  what  is  carried  each  way. 

81 


COURSE  OF  STUDY 


Farther  India,  the  climate,  the  people,  the  tin  mines,  Singapore,  the  Malay 
pit-ates. 

East  Indies,  location,  principal  islands  and  the  European  nations  owing 
them,  what  is  gotten  from  them.  Special  topics  of  interest  are  the  natives  and 
their  life  and  customs,  the  work  of  the  missionaires,  what  U.  S.  done  for  the 
Philipines,  the  typhoons. 

EIGHTH  MONTH. 

Africa,  its  location  as  to  the  equator,  and  Europe  and  United  States.  Notice 
the  desert  and  watered  regions  and  the  reasons  why. 

British  Afirca — parts  included,  the  Nile  valley  and  its  inundations,  the  Suez 
canal;  South  Africa,  the  Boers  and  their  struggle  with  England,  chief  products 
now. 

Congo  Basin,  compare  with  the  Selvas,  the  Arabs  and  their  trade  and 
cruelties. 

German  Africa  includes  what,  produces  what. 

Sahara,  its  oases,  its  palms,  its  caravans,  and  what  they  carry. 

Other  lessons  can  be  given,  on  the  natives  and  their  life,  Livingstone's  jour- 
ney, Roosevelt's  hunting  trip,  the  animals  of  Africa. 

NINTH  MONTH. 

Australia.  Location  and  direction  from  the  other  continents;  size  com- 
pared with  Europe,  North  America  or  United  States.  Special  topics  are  the  life 
of  the  Bushman,  sheep-raising  in  Australia,  the  peculiar  animals  of  Austrlia, 
her  trade  with  England — route,  and  goods  exchanged. 

New  Zealand.  Volcanic  islands,  with  geysers;  note  products  and  compare 
with  Australia. 

SIXTH   YEAR. 

The  pupil  now  begins  the  use  of  the  larger  book.  The  first  three  months  of 
the  year  as  well  as  the  earlier  pages  of  the  geography  are  devoted  to  giving  the 
pupil  a  general  notion  of  the  physical  and  other  causes  lying  back  of  the  facts 
he  has  learned  and  is  now  to  investigate  further.  The  last  thing  the  pupil 
should  be  expected  to  do  however  is  to  learn  a  lot  of  abstract  principles  and 
outlines  of  physical  geography  with  the  idea  that  he  is  to  learn  to  apply  them 
to  concrete  facts  later.  Rather  let  all  this  physical  geography  be  taught  thru 
observation,  pictures,  sketches  on  the  board,  use  of  maps,  innumerable  incidents 
and  illustrations,  and  thru  these  things  be  made  as  concrete  as  possible.  Not 
all  the  illustrations  need  be  given  by  the  teacher;  she  can  often  refer  the  pupils 
to  pages  in  their  ov/n  text  or  other  books  at  hand  where  illustrations  of  the 
principles  under  investigation  can  be  found.  Then  in  later  months  or  grades, 
where  further  illustrations  arise,  she  should  be  continually  referring  back  to 
these  earlier  pages  and  month's  work;  thus  will  causes  and  effects,  principles 
and  their  illustrations,  become  gradually  associated  in  the  pupil's  mind. 

About  one-third  of  the  time  should  be  given  to  nature  study — a  day  or  two 
at  a  time  and  occasionally  three  days  or  a  week. 

82 


GEOGRAPHY— SIXTH  GRADE 


FIRST  MONTH. 

Parts  of  a  sphere, — volume,  surface,  circumference,  diameter,  radius, — and 
the  application  of  these  lines  on  the  earth's  surface  in  circles — meridians,  de- 
grees of  latitude  and  longitude.    The  practical  use  of  these  lines,  etc. 

Divisions  of  land  and  water  with  constant  reference  to  the  globe  and  maps. 
Pupils  should  be  able  to  find  on  the  globe  or  map  any  continent  or  ocean,  the 
latitude  of  each  continent  should  be  hunted  up  by  the  pupils,  and  that  of  our 
own  continent  and  country  should  be  memorized) ;  three  or  four  of  the  larger 
islands;   the  Mediterranean,  Gulf  of  Mexico,  Great  Lakes. 

Make  some  study  of  land  formation,  and  find  on  the  maps,  slopes  as  deter- 
mined by  mountains  and  shown  by  rivers,  divides  as  found  by  separating  the 
St.  Lawrence  system  from  the  Mississippi  system. 

SECOND  MONTH. 

MOTIOXS  OF  THE  EARTH 

Arotind  the  sun.  Show  by  carrying  the  globe  around  some  object  represet- 
ing  the  sun  how  the  seasons  are  caused,  then  take  up  several  practical  ques- 
tions, as  Why  is  it  warmer  in  summer  than  in  winter?  Why  do  vertical  rays 
of  the  sun  heat  a  given  area  more  than  slant  rays  do?  Is  it  warmer  the  farther 
south  one  goes? 

Rotation  on  its  axis.  Its  effect  in  day  and  night.  Why  are  days  longer  in 
summer  than  in  winter? 

Give  a  day  or  two  to  the  great  wind  systems  with  the  globe,  wall-maps  and 
text  maps  constantly  before  the  children. 

Erosion.  Water  from  rain  and  snow  runs  off  the  surface  of  the  ground, 
evaporates,  or  sinks  into  the  ground.  Work  of  underground  water;  springs. 
Work  of  rivers;  valleys,  origin  and  growth  of  valleys;  waterfalls,  deposits, 
alluvial  plains,  deltas.     Final  results  of  erosion  en  the  original  land  area. 

THIRD   MONTH. 

Rainfall  and  weather.  With  a  map  before  the  pupils  show  the  relation  of 
winds  and  mountains  to  rainfall;  notice  a  half  dozen  typical  regions,  like  the 
Amazon  valley,  the  Great  Basin,  East  India,  the  Steppes  of  Russia,  the  Puget 
Sound  region. 

Ocean  Curre?its.  Find  on  a  map  the  principal  currents  that  affect  man,  and 
refer  pupils  to  pages  in  the  geographies  where  they  can  find  something  about 
the  effects  of  the  Gulf  Stream,  Japan  Stream,  Greenland  Current,  and  find  on 
the  isothermal  map  the  results  on  all  these  currents. 

Distribution  of  plants  and  animals.  Spend  a  day  each  in  the  study  of  the 
Congo  Basin  or  Amazon  valley,  southern  United  States,  the  great  forest  belt 
along  the  northern  boundary  of  the  United  States,  Australia,  and  perhaps  other 
typical  regions,  noticing  especially  the  plants  and  animals  of  interest  to  man. 
Go  to  the  Carpenter  books,  Round  the  World  series,  books  of  travel,  etc.,  for 
material  to  make  these  topics  live  and  interesting. 

Spend  a  day  or  two  studying  the  races  of  men;  have  various  pupils  tell 
stories  from  Seven  Little  Sisters,  Starr's  Strange  Peoples,  or  the  various  geog- 
raphical readers. 


COURSE  OF  STUDY 


FOURTH  MONTH. 
North  America:     Outline  study. 

1.  Location:  1.  General  (with  reference  to  other  land  divisions.)  £. 
Exact  (with  reference  to  Latitude  and  Longitude).     3.     (Outline  maps.) 

2.  Area:  Relative  (compared  with  Europe,  Asia,  North  Dakota.)  Abso- 
lute (square  miles). 

3.  Physical  Features.  1.  Boundary  conditions.  2.  Elevations.  3. 
River  systems.     4.    Valleys.     5.    Plains.     6.    Lakes.     7.    Deposits. 

4.  Climate:  Influenced  by  (a)  Latiude,  (b)  Altitude,  (c)  Topography, 
(d)  Water  Bodies,   (c)  Winds. 

5.  Products:     animal,  vegetable,  mineral. 

6.  Inhabitants. 

7.  Political  Divisions. 

8.  Governments. 
United  States. 

1.  Location:  General,  Exact. 

2.  Area:  Relative.    Absolute. 

3.  Physical  Features:  boundary,  conditions,  coast  line,  elevations,  drain- 
age. 

4.  Climate:   heat  belts,  rainfall,  winds. 

5.  Products:   natural,  manufactured. 

6.  Inhabitants. 

7.  Chief  Industries:    name  and  study.     Why  successful.     Transportation. 

8.  Important  Cities:   for  what  noted.    Why  located  as  they  are. 

9.  Points  of  Interest:  historical,  scenic. 

Teach  Standard  Time:  require  map.  Six  leading  lines  of  railroads.  Lo- 
cate canals  and  study  importance.  Use  pictures,  clippings  from  papers,  maga- 
zines, books  of  travel  to  supplement  the  work. 

Reference:     Carpenter's  "North  America"  and  other  reference  books. 

FIFTH  MONTH. 

Neiv  England  States. 

Location,  latitude  and  what  part  they  are  of  the  United  States;  area  as 
compared  with  the  United  Staes  and  with  our  state;  surface,  drainage,  and 
soil;  climate  compared  with  our  own;  chief  industries  and  how  these  came  to 
be  the  leading  ones;  chief  cities  noted  with  maps  in  hand;  other  points  of 
interest,  historical,  or  scenic. 

Suggested  Type  Studies:  Boston  studied  from  a  standpoint  of  a  historical 
center.  Bunker  Hill  Monument,  Lexington,  Concord,  Minute  Men,  Old  South 
Church,  Faneuil  Hall,  Harvard  College,  The  Common,  Plymouth. 

2.  Merrimac  River.  A  type  in  which  water  power  is  utilized.  Cotton  mill. 
The  manufacture  of  cotton. 

3.  The  White  Mountains.     Mount  Washington,  a  type  of  mountain. 

4.  Other  studies.  Granite  quarries  of  Massachusetts.  Marble  quarries  of 
Vermont.     Making  maple  sugar. 

84 


GEOGRAPHY— SIXTH  GRADE 


SIXTH  MONTH. 

Middle  Atlantic  Section.  Study  on  the  same  general  plan  as  was  suggested 
for  the  New  England  section,  with  any  modifications  you  think  needed  to  fit 
this  section. 

Suggested  Type  Studies:  1.  The  Great  Lakes,  Niagara  Falls.  Descrip- 
tion. Utilization  of  water  power.  Welland  canal.  Buffalo  and  its  warehouses. 
Erie  Canal. 

2.  The  Hudson  River.  Scenic,  historic  and  commercial  value.  The  Catrs- 
kill  and  Adirondack  Mountains.  Summer  resorts.  New  York  City,  great  sea- 
port and  foreign  commerce.  Central  Park.  Brooklyn  Bridge.  Statue  of  Lib- 
erty.   Docks. 

3.  The  Appalachian  Mountain  System;  anthracite  coal,  iron.  Pittsburg. 
The  blast  furnace,  steel  production,  shipbuilding  at  Philadelphia.  Oil  wells, 
gas  wells. 

4.  Washington.  The  capital  of  the  United  States.  The  Capitol.  The 
Treasury  Building.  The  State,  War  and  Navy  Buildings.  The  Smithsonian 
Institute.  The  Congressional  Library.  The  National  Museum.  The  White 
House.  The  Bureau  of  Printing  and  Engraving.  Historic  places  near  Wash- 
ington, namely,  Alexandria,  Mount  Vernon,  Arlington  National  Cemetery. 

5.  Baltimore.  The  oyster  fisheries  of  Chesapeake  Bay. 

SEVENTH  MONTH. 

North  Central  Section.  Study  with  an  outline  you  make  somewhat  similar 
to  that  for  the  New  England  States. 

Suggested  Type  Studies:  1.  Excursion  on  the  upper  Mississippi  River 
from  St.  Louis  to  St.  Paul.  Minneapolis,  a  center  for  the  manufacture  of 
flour.     The  wheat  fields  of  the  northwest. 

2.  Pineries  and  Lumbering  in  Northern  Michigan,  Wisconsin  and  Minne- 
sota. Lake  Superior  and  the  Copper  Mines.  The  iron  mines  of  Michigan  and 
Minnesota.    Transportation  of  ore. 

3.  The  hardwood  forests  of  Indiana  and  the  Ohio  Valley. 

4.  The  Mammoth  Cave. 

5.  The  Missouri  River  and  the  country  thru  which  it  flows.  Compared 
with  the  Ohio  River. 

6.  Map  Review.     Chief  Cities,  and  why  they  came  to  be  where  they  are. 

EIGHTH  MONTH. 

Southern  States.  Study  on  the  same  general  plan  as  the  New  England 
States  and  then  make  a  study  of  some  of  the  following  types  or  others  you  can 
find  material  for  in  your  library. 

1.  The  Pineries  of  North  Carolina.  Products:  Tar,  pitch  and  turpentine, 
resin  and  lumber, 

2.  Rice  in  South  Carolina.     Peanuts.     Sweet  Potatoes. 

3.  Florida.  Rock  Formation.  Coral.  Everglades.  Winter  resort. 
Oranges.     Sponges 

85 


COURSE  OF  STUDY 


4     Markets  for  cotton  and  its  cultivation. 
^"^    5.     Tobacco  culture  in  Kentucky. 

6.  A  trip  on  the  Mississippi  River  from  Cairo  to  the  Delta.  Make  a  special 
study  of  the  jetties. 

7.  Texas  and  cattle  raising. 

NINTH  MONTH. 

Western  Section.  Study  on  the  same  general  plan  as  the  New  England  sec- 
tion. Compare  the  Plateau  and  Pacific  States  as  to  rainfall  and  occupations; 
note  the  effect  of  the  Japan  Stream;  call  attention  to  the  few  good  harbors  on 
the  Pacific  and  what  this  means  for  the  development  of  cities  where  there  are 
harbors.  What  effect  will  the  Panama  Canal  have  on  these  cities  and  the 
Pacific  States? 

SUGGESTED   TYPE    STUDIES 

Natural  features,  as  Pike's  Peak,  Yellowstone  Park,  Colorado  River  and  the 
Grand  Canyon,  the  redwood  forests  of  California  and  Washington. 

Occupations  of  the  section,  as  Gold  Mining,  story  of  the  discovery,  different 
methods  of  mining  gold;  ranch  life;  irrigation  and  alfalfa  and  fruit;  fruit  rais- 
ing; salmon  fishing  and  canning. 

Cities,  as  San  Francisco,  Los  Angeles,  Denver,  and  the  Pudget  Sound  cities. 


SEVENTH   YEAR. 

FIRST  MONTH. 

Review  the  United  States,  not  by  sections  as  it  was  studied  before,  but  by 
making  a  study  of  the  great  productive  regions,  as  the  wheat,  corn,  cotton,  har 
wood  lumber,  pine  lumber,  pork,  beef,  etc.,  areas  of  the  United  States;  e.  g.,  the 
wheat  area  may  be  studied  from  the  following  outline: 

I.  Location:     (a)     Zone,   (b)   States  included. 

II.  Climatic  Conditions:      (a)     Temperature,     (b)     Rainfall,     (e)   Winds. 

III.  Area:      (a)     Relative,     (b)     Rank  of  States. 

IV.  Boils:      (a)     Kinds,     (b)     Origin,     (c)     Fertility. 

V.  Population:     (a)     Number,     (b)     Occupation. 

VI.  The  Growth  of  Wheat:  (a)  Preparation  of  the  soil,  (b)  When  and 
how  seeded,  (c)  When  and  how  harvested,  (d)  When  and  how  threshed,  (e) 
Yield. 

VII.  The  Marketing  of  Wheat:  (a)  When  sold  and  to  whom,  (b)  Where 
converted  into  flour.    Why? 

VIII.  The  Making  of  Flour:  (a)  The  Flour  Mill.  Where?  How  operated, 
(b)  The  disposition  of  flour. 

IX.  The  general  influence  of  the  wheat  crop  on  the  people  of  the  area. 
Note:     A  similar  outline  may  be  made  by  the  teacher   for  the  study  of 

other  areas. 

86 


GEOGRAPHY— SEVENTH    GRADE 


SECOND  AND  THIRD  MONTH. 
NORTH    DAKOTA. 

Give  half  of  the  time  of  these  two  months  to  agriculture  and  stock-raising 
(See  Course  of  Study  in  agriculture  for  suggestions).  In  the  geography  work 
study — 

Location  and  size  . 

Surface,  drainage  and  rivers,  noticing  the  "Valley,"  central  part,  and  the 
"Slope." 

Climate  especially  as  to  rainfall. 

Wheat-raising,  noting  the  changing  methods,  irrigation  and  dry  farming, 
"Big  farms." 

Corn  raising  and  flax  raising. 

Stock  raising  and  dairying,  contrasting  the  Valley  and  western  methods. 

Coal,  area,  present  development. 

Other  occupations  and  products. 

Railroads  and  commerce. 

The  commercial  centers,  both  leading  centers  of  the  state  and  those  of 
special  interest  to  your  locality. 

The  location  of  the  state  educational  institutions  and  the  purpose  of  each. 

After  the  detailed  study  of  the  state  the  pupil  should  be  able  to  draw  an 
outline  map  of  state  from  memory  and  place  in  it  the  principal  rivers  and  rail- 
roads, principal  cities,  and  the  cities  having  state  institutions.  Maps  can  be 
secured  from  the  Department  of  Agriculture  and  Labor  which  give  the  railroads 
and  new  towns  right  up  to  date  of  publication  and  on  the  back  of  these  maps 
is  a  page  of  statistics  and  other  data  from  which  can  be  secured  answers  to 
many  of  the  questions  suggested  by  this  outline.  From  the  same  source  can  be 
gotten  the  North  Dakota  Year  Book  and  Magazine  which  furnish  facts  regard- 
ing recent  developments;  the  Institute  Annual  and  bulletins  from  the  Agricul- 
tural College  are  valuable  for  geography  as  well  as  agriculture. 

FOURTH  MONTH. 

Alaska.  How  secured  by  us,  position,  surface,  climate,  occupations,  and 
products,  gold,  salmon,  seals,  Japan  Stream  and  its  pffects. 

Porto  Rico,  the  Philippines,  and  Hawaii.  Their  positions,  surfaces,  and 
climate;  their  peoples;  their  occupations  and  products,  compared  with  each  other 
and  with  the  United  States;  how  we  secured  them;  how  they  are  governed;  what 
they  sell  to  us  and  what  they  buy  from  us. 

FIFTH  MONTH. 

Canada,  Newfoundland,  Greenland:  Study  in  the  same  topical  manner  a3  :he 
United  States. 

Compare  Canada  with  the  United  States.     Study  the  Provinces  of  Canada. 
Suggested  Type  Studies: 

1.  St.  Lawrence  River.    Thousand  Islands    Quebec. 

2.  cod  fishing  off  Newfoundland. 

3.  Canadian  people  and  rural  life. 

4.  Canadian  Northwest. 

87 


COURSE  OF  STUDY 


SIXTH  MONTH. 

Mexico,  Cetnral  America,  West  Indies:  Study  in  the  same  topical  manner 
as  the  United  States. 

Suggested  Type  Studies:  1.  City  of  Mexico.  The  native  people  of  these 
countries.    Occupation.    Seaports.     2.    Volcanoes. 

SEVENTH  MONTH 

South  America:  Use  the  same  topics  that  are  given  for  North  America. 
(Fourth  month,  sixth  year.  See  type  studies  suggested  for  fifth  grade  and  add 
such  others  as  your  library  permits. 

EIGHTH  MONTH. 

South  America  (continued) :  Study  the  following  topics:  1.  Panama  Canal. 
2.  Cause  of  wet  and  dry  season.  3.  Cattle  raising  and  agriculture  in  South 
America.  Study  the  valleys  of  the  Orinoco,  Amazon  and  LaPlata  Rivers.  4. 
Leading  commercial  cities  of  Soulh  America.  5.  Countries  of  South  America. 
Be  sure  the  pupil  has  a  thoro  knowledge  of  these  two  continents. 

Compare  North  and  South  America  as  to  size,  coast  line,  river  systems,  cli- 
mate, peoples,  industries  and  governments.  Require  outline  map  with  the  four 
principal  rivers,  the  mountains,  and  eight  to  twelve  principal  cities.  Have  pupils 
go  to  their  histories  and  learn  what  we  have  had  to  do  with  South  America. 

NINTH  MONTH. 

Africa.     Studied  rapidly  from  same  general  outline  as  North  America. 

Egypt.  The  Nile  River;  its  inundation.  Cairo  and  the  Pyramids;  Alexan- 
dria and  its  commerce.    Joseph  and  his  people. 

The  Shara  desert. 

Suez  Canal:  Description;  owned  by  England;  difficulty  of  construction  value 
to  commerce;  the  Red  Sea,  Aden. 

South  Africa:  England's  relation  to  it;  the  native  people;  the  Boers  and 
the  Transvaal  war;  the  Diamond  mines  of  Kimberly;  the  lake  region  of  central 
Africa;  the  large  animals  of  Africa. 

With  the  map  before  the  class  trace  out  carefully  the  parts  of  Africa  claimed 
by  the  different  powers  of  Europe. 

Compare  the  Congo  Basin  and  the  Amazon;  the  negroes  of  Africa  and  the 
Indians  of  South  America;  Suez  and  Panama  canals. 

EIGHTH    YEAR. 
FIRST  MONTH. 

A  General  Review  of  the  Physical  and  Astronomical  Geography:  Proofs  of 
the  earth's  rotundity.  The  inclination  of  the  earth's  axis.  Zones,  latitude,  longi- 
tude, surveying.  Seasons.  Motions  of  the  earth.  The  positions  of  the  earth. 
The  sun,  moon,  stars.    What  effects  the  climate  of  a  place  on  the  earth's  surface? 

88 


GEOGRAPHY— EIGHTH    GRADE 


Winds.    What  are  they?  Causes?  Kinds?  Use?  Ocean  currents.    Cause.    Changes 
going  on  affecting  the  earth. 
Use  reference  books. 

SECOND  MONTH. 

Europe:  Study  as  a  whole  in  the  same  topical  manner  as  North  America.  Re- 
lation to  Eurasia. 

British  Isles:     Study  in  the  same  topical  manner  as  the  United  States. 
Suggested  Type  Studies  for  the  British  Isles: 

1.  Trip  by  steamer  from  New  York  to  Liverpool.  Preparations  for  journey. 
Boat  lines.  Plan  of  boat.  Expense  of  trip.  Time  taken  in  crossing  the  ocean. 
Incidents  of  a  trip.     Icebergs.    Life  in  the  ocean. 

2.  Liverpool.  Cause  of  growth.  Commerce,  The  Mersey  River.  Tides. 
Wet  and  dry  docks.    Manchesfer  ship  canal.    Cotton. 

3.  Leeds,  Birmingham,  Sheffield.  Coal  and  iron.  Great  manufacturing 
centers. 

4.  London.  A  great  metropolis.  The  Thames  River.  St.  Paul's  Cathedral. 
Westminster  Abbey.    The  Houses  of  Parliament.    The  Tower. 

5.  Scotland.  The  people.  Compare  with  the  English.  Edinburg.  Glasgow. 
Shipbuilding.     The  Clyde  River.     The  Highlands  and  Lowlands. 

6.  Ireland.  The  people.  Occupations.  English  Rule.  Peat  bogs.  Belfast 
and  Dublin.     Linen.     Queenstown.     Ocean  traffic.     Submarine  cables. 

7.  Wales.    People.    Occupations. 

THIRD  MONTH. 

France,  Holland,  Germany,  Norioay,  Sweden  and  Switzerland:  Study  in  the 
same  topical  manner  as  the  British  Isles. 

Suggested  Type  Studies:  1.  France,  the  city  of  art.  Lyons  and  the 
silk  industry.    Bordeau  and  grape  culture.    Characteristics  of  the  French  people. 

2.  Holland.  Dutch  windmills.  Canals.  Dykes.  Reclaimed  land.  The  in- 
dustry of  the  people.  Amsterdam.  Diamond  cutting.  Compare  Holland  and 
Belguim. 

3.  Germany.  The  Rhine  River.  Scenery.  History.  Cities.  The  German* 
army.  Berlin,  the  Kaiser  City.  German  schools  and  universities.  Dresden  and 
chinaware.  Hamburg.  Sugar  beet  industry.  The  Baltic  and  the  North  Sea 
Canal. 

4.  Norway  and  Sweden.  The  Land  of  the  Midnight  Sun.  Effect  of  the  Gulf 
Stream  upon  climate.  Fishing.  Cod  and  Herring.  Forests.  Iron  ore.  Agricul-' 
tural  products  of  Sweden.    Manners  and  customs. 

5.  Switzerland.     The  Alps.     Glaciers.     Scenery.     The  Swiss  peasant  life. 

FOURTH  MONTH. 

Russia,  Spain,  Portugal,  Italy  and  the  Remaining  Countries  of  Europe li 
Study  in  the  same  topical  manner  as  the  British  Isles. 

Suggested  Type  Studies:  1.  Russia.  The  building  of  St.  Petersburg  by 
Peter  the  Great.  A  Russian  village.  The  Siberian  railroad.  Russia's  agricul- 
tural resources.  The  government  of  Russia  in  contrast  with  ours.  Moscow. 
Nizhnij  Novgorod. 

89 


COURSE  OF  STUDY 


2.  The  Danube  River.  A  trip  down  the  Danube  River. 
*  3.  The  Mediterranean  Sea.  Strait  and  Rock  of  Gibraltar.  The  world's  great 
forts.  The  peninsulas  of  southern  Europe.  The  islands  of  the  Mediterranean. 
Italy  and  Italians.  Rome.  Venice.  Naples.  Greece  and  her  past  glory.  Ruias 
of  Athens.  The  Valley  of  the  Po.  Mount  Vesuvius.  Volcanoes.  Turkey  and  the 
Turks.    The  Black  Sea.    Constantinople. 

4.     Map  study  of  Europe  as  a  whole. 

Note:  In  the  study  of  the  continents,  make  constant  use  of  "Carpenter's 
Geographical  Readers"  and  other  reference  books  given  in  the  list  at  the  end  of 
the  course  of  study  in  Geography. 


FIFTH  MONTH. 

Asia:  Study  in  the  same  topical  manner  at  North  America.  Relation  to 
Eurasia. 

SIXTH  MONTH. 

Asia:  In  this  month  give  a  more  detailed  study  to  all  the  countries  of  AsIh. 
Some  of  the  topics  to  be  studied: 

1.  India.  The  people.  English  rule.  The  sacred  river — Ganges.  The  re- 
ligious beliefs  of  the  people.  Benares.  Calcutta.  Productions.  Rice.  Cotton. 
Coffee.  Opium.  Wheat.  Jute.  The  Himalayas.  Rivers  of  Southern  Asia. 
Animals. 

2.  China.  The  Mongolian  race.  Races  of  mankind.  The  peculiarities  of 
the  people.  Tea  culture.  Opium  in  China.  Food  products  The  Chinese  wall. 
The  Grand  Canal.    The  great  undeveloped  coal  fields  of  China.    Thibet. 

3.  Japan.  The  people.  The  Yankees  of  the  Orient.  Account  of  its  rapid 
stride  to  the  front.    Its  position  and  relations  to  Asia.    The  war  with  Russia,  etc. 

SEVENTH  MONTH. 

Australia:  Study  in  the  same  topical  manner  as  North  America  as  far  as 
practicable.     Suggested  type  studies: 

1.  Ranch  life  in  Australia.  Sheep.  Wool.  Shipment  of  frozen  meat  to 
Europe.  The  rabbit  nuisance.  The  lack  of  rain  in  Western  Australia.  The 
cause.  The  study  of  the  trade  winds.  The  great  coral  reef.  Gold  mining.  Whea*. 
The  vine.  Queer  animals  of  Austrailia.  The  native  people.  Early  settlers.  Gov- 
ernment.   Political  divisions.    Chief  cities. 

New  Zealand,  Tasmania:     Study  in  the  same  topical  manner.    Discuss. 

The  Philippines:'    Study  in  the  same  topical  manner.    Discuss — 

1.  The  manner  in  which  the  United  States  obtained  possession  of  them. 

2.  The  character  of  the  native  people. 

3.  The  problem  before  the  United  States  in  dealing  with  the  people 

of  these  islands. 
Samoan  Islands.  Hawaii,  New  Guinea,  Borneo,  Sumatra,  Java. 

90 


GEOGRAPHY— EIGHTH    GRADE 


EIGHTH  MONTH. 

A  review  of  world  geography:  British  Empire,  territories  included,  principal 
products,  ports,  and  the  trade  routes  to  and  from  each. 

Likewise  the  Dutch  Possessions,  then  the  French,  German,  and  Russia  terri- 
tories. 

Other  important  groups,  as  the  Scandinavian  countries,  the  Countries  of 
South  Europe  the  South  American  Republics,  China  and  Japan. 

Note  the  present  migration  of  Germans  and  Italians  to  South  America,  of 
Slavs,  Italians,  and  Greeks  to  the  United  States,  of  Japanese  to  Hawaii  and 
Korea;  German  and  British  rivalry  to  our  world  trade,  etc. 

NINTH  MONTH. 

A  review  of  the  geography  of  the  United  States  and  its  possessions. 

The  occupations  and  products  of  the  various  sections. 

The  development  going  on  in  the  West  and  South. 

The  present  condition  of  American  resources  and  the  problem  of  their  con- 
servation. 

The  leading  railroad  lines  and  the  steamship  routes  that  connect  us  to  the 
rest  of  the  world;  the  Panama  Canal  and  its  value. 

Our  colonies,  their  peoples  and  their  products;  the  development  going  on 
there. 


91 


COURSE  OF  STUDY 


Suggestions  as  to  Sources  of  Material  in 

Geography 

Home  Geography.  Besides  books  published  under  the  name  of  Home  Geo- 
graphy by  almost  every  standard  school  book  publishing  company,  the  following 
will  be  found  helpful:  Frye's  Brooks  and  Brook  Basins,  50c,  Ginn  &  Co., 
Shaler's  First  Book  in  Geology,  45c,  Heath  &  Co.;  Payne's  Geographical  >;ature 
Study,  25c,  American  Book  Co.  To  those  who  are  beginning  the  use  of  a  sand- 
table,  Frye's  Child  and  Nature,  75c,  Ginn,  will  be  valuable. 

Mathematical  Geography.  Johnson's  Mathematical  Geography,  $1.00,  Ameri- 
can Book  Co.,  and  Jackson's  The  Earth  in  Space,  40c,  Heath  &  Co.,  explain  fully 
the  necessary  phases  of  the  earth's  relations  as  a  planet.  These  topics  are  well 
treated  too  in  a  book  which  includes  them  and  physical  and  climate  geography, 
Salisbury,  Tower,  and  Barrows'  Elements  of  Geography,  Houghton,  Miffin  &  Co. 

In  presenting  the  type-studies  suggested  in  the  Course,  in  furnishing  de- 
tails to  make  more  clear,  more  vivid,  and  more  interesting  the  every  day  work 
of  geography,  and  for  outside  reading  or  special  reports,  the  teacher  and  class 
should  go  to  the  various  series  of  geographical  readers:  Winslow  Readers,  Earth 
and  its  People,  United  States,  Our  American  Neighbors,  Europe,  Distant  Coun- 
tries, 50c  each.  Heath  &  Co.;  Carpenter  Series,  North  America,  South  America, 
Asia,  Africa,  Australia,  60c  each,  and  Europe,  70c,  American  Book  Co.;  Youth's 
Companion  Series,  made  up  of  articles  appearing  in  that  paper  at  various  times, 
and  now  collected  in  several  books  at  25c  each.  The  Wide  World,  Strange  Lands 
near  Home,  Northern  Europe,  Under  Skies,  Toward  the  Rising  Sun,  by  Ginn  & 
Co.;  Our  Country  East,  Our  Country  West,  The  Great  Lake  Country,  On  the 
Gulf,  On  the  Plains,  by  Perry  Mason,  Boston;  McMurry's  Type  Studies,  50c  and 
Larger  Types,  75c,  Macmillan  Co.;  Worljd  and  its  People  Series,  especially  Our 
American  Neighbors  (60c),  Modern  Europe  (60),  Views  in  Africa  (65),  Australia 
and  Islands  of  the  Sea  (68),  Silver,  Burdett  &  Co.;  Fairbanks'  Western  United 
States,  65c,  Heath  &  Co. 

Another  series  somewhat  like  the  above,  but  with  Books  I  and  II  adapted 
to  primary  grades  and  Books  III  (48c),  IV  (54c),  and  V  (60)  adapted  to  inter* 
mediate  grades  is  the  Round  the  World  Series,  Silver  Burdett. 

What  may  be  called  a  "cross  section  of  these  same  topics  taken  the  other 
way"  is  gotten  in  the  various  series  of  Industrial  Readers:  Chamberlain's  How 
We  Are  Fed,  How  We  are  Clothed,  How  We  are  Sheltered,  How  We  Travel,  50c 
each,  Macmillan  Co.;  Carpenter's  How  We  Are  Fed,  How  We  Are  Clothed,  How 
We  Are  Sheltered,  60c  each,  American  Book  Co.;  Carpenter's  Foods  and  Their 
Uses,  60c,  Scribner's  Sons. 

For  those  who  desire  one  extended  reference  work  on  geography,  probably 
the  best  is  Mills'  International  Geography,  $3.50,  Appleton  &  Co.,  a  book  written 
by  several  eminent  geographers,  each  a  specialist  in  the  topic  he  presents.  Pat- 
ton's  Natural  Resources  of  the  United  States,  $3.00,  is  a  standard  work  on  that 
topic. 

92 


NATURE   STUDY 


Nature  Study 


The  work  given  in  this  syllabus  is  not  meant  to  be  comprehensive,  but  mere- 
ly suggestive.  It  is  not  expected  that  the  teacher  must  treat  all  of  the  topics 
mentioned,  nor  is  she  expected  to  confine  herself  to  this  course  of  study.  Indeed, 
in  any  district  the  work  undertaken  must  depend  upon  the  materials  at  hand. 
The  topics  suggested  are  such  as  can  be  studied  in  the  larger  number  of  schools 
in  North  Dakotta,  and  yet  in  the  individual  districts  some  of  the  contemplated 
material  will  be  lacking  so  that  the  topic  must  be  omitted.  On  the  other  hand, 
each  individual  district  will  have  plants,  animals,  or  other  material  that  is  not 
mentioned  in  the  syllabus,  but  is  quite  as  valuable  for  our  purpose  and  should 
be  made  use  of,  by  all  means. 

Work  is  mapped  out  for  each  of  the  four  seasons,  including  summer,  be- 
cause summer  is  really  the  best  time  of  all  the  year  for  nature  study.  Schools 
in  session  then  will  also  be  able  to  do  much  of  the  work  suggested  for  spring  or 
autumn. 

Teachers  should  keep  constantly  in  mind  the  primary  objects  in  nature 
study,  which  are: 

1.  To  train  and  cultivate  the  interest  and  enthusiasm  of  the  child  in  natural 
objects;  to  develop  an  intelligent  appreciation  of  the  things  in  nature. 

2.  To  stimulate  and  train  the  child  in  breadth  and  accuracy  of  observation 
and  correct  interpretation  of  his  environment. 

3.  To  help  the  child  to  gather  with  his  own  senses  full  and  accurate  know- 
ledge of  his  material  environment:  (1)  for  the  sake  of  this  knowledge  itself; 
and  (2)  because  of  its  value  as  a  concrete  basis  for  the  interpretation  and  correl- 
ation of  his  other  studies. 

Children  should  be  encouraged  to  notice  the  material  objects  and  phenomen? 
which  may  be  observed  about  their  home  and  on  the  way  to  and  from  school, 
also  to  bring  to  the  school  materials  for  study.  Observation  and  drawing  with 
oral  and  writen  description  should  be  properly  combined  in  the  various  lessons. 
Whenever  the  subject  admits,  the  child  should  be  led  to  continue  the  studies  and 
observations  of  the  same  throughout  the  year. 

The  teacher  should  be  supplied  with  one  or  more  good  books  on  nature  study 
to  guide  and  suggest  in  the  selection  of  materials  and  methods  of  presentation. 
At  the  present  time  the  book  entitled  "Nature  Study,"  by  Frederick  L.  Holtz, 
seems  particularly  well  suited  for  use  in  North  Dakota.  It  also  gives  an  excel- 
lent list  of  other  books,  periodicals  and  government  bulletins,  many  of  which 
should  be  at  hand  to  aid  the  teacher  and  pupil.  A  special  feature  is  a  very  ex- 
tensive outline  of  a  graded  course  in  Nature  Study,  much  more  elaborate  than 
the  one  here  printed.    Other  reference  books  are  suggested  elsewhere. 

SCHOOL  GARDENS,  ETC. 

The  window  garden,  school  garden,  and  home  garden  are  valuable  adjuncts 
of  nature  study  work.  Eeach  school  should  have  its  window  boxes  in  which  all 
manner  of  seeds,  bulbs,  and  cuttings  or  slips  can  be  started  and  plants  raised. 

•  93 


COURSE  OF  STUDY 


If  there  is  a  school  garden  many  of  these  plants,  started  early  in  the  spring,  may 
be  transplanted  later.  If  there  is  no  school  garden  much  can  be  learned  through 
window  gardening. 

When  the  school  is  in  session  during  a  good  portion  of  the  growing  season 
it  should  have  a  garden,  the  ground  of  course,  being  previously  properly  pre- 
pared and  proteciton  provided.  If  the  school  closes  on  the  approach  of  summer 
and  does  not  reopen  till  September,  or  if  there  is  no  protection  against  stray  cat- 
tle or  against  the  North  Dakota  winds,  then  the  school  garden  will  yield  nothing 
but  disappointment.  In  rural  communities  it  will,  therefore,  usually  be  better 
to  induce  the  pupils  to  plant  a  garden  at  home  and  care  for  it.  The  idea  here  is 
to  let  the  child  do  his  own  planning,  do  the  weeding,  hoeing,  watering,  etc.,  and 
make  his  own  observations.  The  other  pupils  should  be  encourage.!  to  under- 
take small  experiments  to  establish  the  value  of  different  methods  of  tillage,  or 
demonstrate  the  relative  value  of  different  varieties  of  plants. 

The  most  necessary,  most  feasible  and  most  helpful  thing  to  do  upon  our 
rural  school  grounds  is  to  establish  shelter  belts,  and  then  plant  groups  of  trees 
and  shrubs,  arranged  in  an  artistic  manner,  so  that  the  whole  will  present  an  at- 
tractive picture  and  furnish  material  of  great  value  for  instruction.  The  habi*: 
and  uses  of  various  plants  can  be  brought  out  and  the  child  led  to  appreciate 
the  value  of  such  decorative  planting  in  connection  with  the  home.  After  these 
hedges  and  clumps  of  trees  and  shrubs  are  well  established  they  will  furnish  ex- 
cellent protection  for  plats  of  small  annual  plants  whenever  the  school  is  in  ses- 
sion long  enough  during  the  growing  season  to  care  for  such  a  garden  and  get 
the  benefit  of  it. 

The  experiments  suggested  for  "Autumn,  Spring  or  Summer"  are  very 
simple  and  should  make  *he  garden  work  much  more  interesting  and  educative. 
They  may  be  performed  at  the  time  of  year  most  appropriate.  Leave  enough 
time  between  the  different  experiments  that  each  one  may  impress  itself  upon 
the  minds  of  the  children.  They  are  taken  from  Goodrich's  "The  First  Book  of 
Farming,"  and  from  Atkinson's  "First  Studies  of  Plant  Life."  These  two  books 
are,  therefore,  needed  for  full  directions.  They  give  an  excellent  treatment  of 
the  subjects  indicated  in  their  titles.  Of  course,  there  are  other  books  in  which 
similar  experiments  are  described,  and  any  such  will  answer  as  well,  provided 
the  procedure  is  simple  enough  for  the  present  purpose. 

There  is  much  work  that  may  be  classed  as  nature  study,  as  agricultrue,  or 
as  geography.  Do  not  call  it  nature  study  unless  it  is  based  upon  observation  by 
the  children.  The  outline  in  geography  will  probably  suggest  additional  work  in 
the  line  of  nature  study. 

LISTS  OF  TREES,  SHRUBS,  FLOWERS  AND  BIRDS. 

These  brief  lists  of  plants  and  birds  having  most  general  distribution  in  the 
state  and  attracting  most  frequent  notice  may  be  of  assistance  to  teachers  and 
students  of  this  subject.  Needless  to  say  that  only  a  small  fraction  of  our  re- 
sources in  this  field  can  be  mentioned  here,  there  being  over  775  species  and 
varieties  of  native  seed-bearing  plants  and  over  340  species  of  birds 
catalogued  for  North  Dakota.  Trees  and  Ornamental  Shrubs  most  commonly 
known  in  North  Dakota.     Trees:  Cottonwood,  Carolina  poplar,  box  elder,  white 


94 


NATURE   STUD/ 


elm,  green  ash,  basswood,  soft  maple,  golden  willow,  white  willow,  hackberry, 
balm  of  gilead,  mountain  ash,  cut-leaf,  birch.  Shrubs:  Lilac,  snowball  spina 
(especially  van  Houten's),  Tartarian  honeysuckle,  Russian  olive,  buckthorn, 
caragana  or  Siberian  pea  tree,  dogwood,  syringa,  barberry,  flowering  currant. 

Growing  wild  and  having  ornamental  value:  rose,  silverberry,  wolf  berry, 
meadowsweet,  black  currant,  plum,  buffalo  berry,  hawthorn  apple,  Virginia 
creeper  (the  common  woodbine).  Wild  Flowers:  The  following  are  some  of 
the  commonest  wildflowers  growing  upon  the  prairies  in  nearly  all  parts  of 
North  Dakota.  They  are  arranged  approximately  in  order,  beginning  with  the 
earliest  and  ending  with  those  that  bloom  late  in  the  fall:  Pasque  flower,  hog's 
fennel,  golden  violet,  Solomon's  seal,  meadow  rue,  puccoon,  vetch,  milk  vetch, 
meadow  parsnip,  anemone  (several  species),  silverweed,  wild  onion  (an  early 
species),  ground  plum,  buttercup,  prairie  rocket,  blue  violet,  beard-tongue,  hare- 
bell, chickweed,  wolfberry,  gaillardia,  alum  root,  locoweed,  scarlet  gaura,  red 
lily,  prairie  mallow,  wild  rose,  golden  aster,  false  sunflower,  milkweed,  yellow, 
black-eyed  Susan,  purple  cone-flower,  long  header  cone-flower,  blue  lettuce,  horse 
mint,  hedge  nettle,  wild  mint,  water  parsnip,  water  hemlock,  prairie  clover 
(white  and  red),  five-finger  (several  species),  thistle,  evening  primrose,  avens, 
wild  onins(  a  later  species),  silver-leaf  psoralea,  bedstraw,  wild  cucumber,  lead, 
gum  plant,  sunflower,  blazing  star,  aster  (several  species),  goldenrod  (severa^ 
si)ecies.) 

HELPFUL  BOOKS. 

From  the  wealth  of  Nature  Study  literature  now  available  the  following 
books  are  suggested.  The  list,  of  course,  is  not  complete.  There  are  other  booivfi 
equally  helpful. 

Holtz— Nature  Study.    Scribner's,  $1.50. 

Atkinson— First  Studies  of  Plant  Life.    Ginn  &  Co.,  $  .G5. 

Goodrich — First  Book  of  Farming.    Doubleday,  Page  &  Co.,  $1.00. 

Hodge— Nature  Study  and  Life.    Ginn  &  Co.,  $1.50. 

Chapman — Birds  of  Eastern  North  America.    D.  Appleton  &  Co.,  $3.00. 

Chapman  and  Reed — Color  Key  of  North  American  Birds. 

Lange — How  to  Know  the  Wild  Birds  of  Minnesota,  etc.  Northwestern 
School  Supply  Co.,  $  .25. 

Comstock — Insect  Life.     D.  Appleton  &  Co.,  $1.75. 

Kern — Among  Country  Schools.    Ginn  &  Co.,  $1.25, 

Heinrich — The  Window  Flower  Garden.    Orange  Judd  &  Co.,  $  .50. 

Bullard — Moths  and  Butterflies.    G.  P.  Putnam's  Sons. 

Weed — Life  Histories  of  American  Insects.    Macmillan. 

Keeler— Our  Native  Trees.     Scribners,  $2.00. 

Keeler — Our  Northern  Shrubs.     Scribners,  $1.00. 

Dana — How  to  Know  the  Wild  Flowers.    Scribners,  $1.75. 

Goff  and  Mayne — First  Principles  of  Agriculture.    Am.  Bk.  Co.,  $  .80. 

Walker— Our  Birds  and  Their  Nestlings.    Am.  Bk.  Co.,  $  .60. 

Apgar— Birds  of  the  United  States.    Am.  Bk.  Co.,  $2.00. 

Reed — Bird  Guide.  Parts  1  and  2,  each  $  .75.  Chas.  K.  Reed,  Worcester, 
Mass. 

Schmiker — The  Study  of  Nature. 

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COURSE   OF  STUDY 


Jackman — Nature  Study. 
*     Hornaday — M'atural  History.     Scribners. 
Seton — Wild  Animals  I  Have  Known. 
Long — Ways  of  the  Woodfolk. 
Weed— Birdlife. 
Miller— The  Brook  Book. 
Willard — Story  of  the  Prairies. 
Burroughs — Signs  and  Seasons. 
Brown — The  Plant  Baby  and  Its  Friends. 
Morley — Seed  Babies. 
Beal — Seed  Dispersal. 
Bailey — Garden  Making. 
Dana — Plants  and  Their  Children. 

Pinchot — Primer  of  Forestry.  U.  S.  Dept.  Agr.,  Washington,  D.  C. 
Morley — Insect  Folk. 

Apply  to  state  educational  institutions  for  literature  and  to  the  Department 
of  Agriculture  at  Washington,  D  C,  for  lists  of  its  publications  and  how  to  ob- 
tain them. 

Some  Annual  Flowers  easy  to  grow  and  most  suitable  for  children's  gar- 
dens at  school  or  home:  nasturtium,  sweet  pea,  sweet  alyssum,  candytuft,  ver- 
bena, petunia,  zinnia,  coreopsis,  marigold,  phlox,  poppy,  California  poppy,  port- 
ulaca,  sunflower,  morning  glory,  wild  cucumber. 

Bulbs.  The  unrivaled  beauty  of  the  flowers,  and  the  fact  that  they  can  come 
when  no  other  plants  are  in  bloom  make  the  culture  of  bulbs  very  popular.  In 
our  climate,  however,  the  life  of  most  of  them  is  too  precarious  out  of  doors,  and 
the  beginner  should  plant  all  of  them  in  pots  of  earth  except  the  Chinese  lily 
which  is  grown  in  a  flat  bottomed  dish  with  a  few  small  stones  and  plenty  '^f 
water.  This  will  bloom  about  Christmas,  while  the  others  come  into  blossom 
later.  The  following  are  very  satisfactory:  Chinese  lily,  tulip,  hyacinth,  greens, 
frezia,  daffodil,  and  poet's  narcissus. 

Birds.  Following  are  among  the  commonest  to  be  found  in  summer  in  near- 
ly all  parts  of  the  state:  English  sparrow,  meadowlark,  robin,  vesper  sparrow, 
red-winged  blackbird,  cowbird,  lark  bunting,  common  kingbird,  Arkansas  king- 
bird, Baltimore  oriole,  nighthawk,  killdeer,  mourning  dove,  goldfinch,  several 
species  of  swallows,  house  wren,  flicker,  red-headed  woodpecker,  grouse,  prairie 
chicken,  yellow  warbler,  catbird,  rose-brested  grossbeak,  kingfisher,  many  species 
of  sandpipers,  ducks,  geese,  hawks  and  owls,  gulls  and  terns. 

FIRST,  SECOND  AND  THIRD  GRADES. 

In  these  grades  it  should  especially  be  remembered  that  the  object  of  nature 
study  (teaching)  should  be  to  interest  the  child  in  nature,  and  not  to  weary 
him  with  it.  The  observations  should  be  of  the  simplest  kind.  They  should  be 
accurate,  but  not  in  detail.  The  plants  and  animals  must  be  observed  as  wholes. 
Recognition  and  names  will  be  about  all  that  can  be  expected.  Pupils  should 
watch  the  animals  to  see  what  they  eat,  how  they  act  at  feeding  time,  how  they 

96 


NATURE    STUDY— LOWER    INTERMEDIATE    GRADES 

move,  etc.  The  spirit  of  kindness  to  all  animals  should  be  cultivated.  Pupils 
should  be  encouraged  to  plant  seeds  at  home  and  at  school,  and  then  to  care  for 
the  plants  and  watch  their  growth. 

AUTUMN. 

Flowering  Plants.  Recognition  and  names  of  sunflowers,  aster,  goldenrod, 
thistle,  dandelion,  nasturtium,  sweet  pea,  pansy,  phlox,  blazing  star,  zinnia, 
petunia.    Note  color;  have  they  fragrance? 

Vegetables.  Recognition  and  names  of  pumpkin,  squash,  onion,  beets,  tur- 
nip, lettuce,  cabbage,  cauliflower,  carrot,  tomato,  celery. 

Seeds.  Recognition  and  names  of  seeds  of  several  of  the  above  vegetables 
and  flowers.    Milkweed  pod  with  its  seeds;  their  dispersal  by  wind. 

Trees.  Three  or  four  trees  as  near  the  school  house  as  possible.  Learn  their 
names;  collect  leaves,  draw  around  them  and  mount  them;  collect  fruit  (seed) 
if  it  can  be  found,  save  and  germinate  next  spring. 

Birds.  Meadowlark,  robin,  English  sparrow,  duck,  goose,  goldfinch,  junco, 
flicker,  and  tame  canary  if  one  can  be  brought  in  a  cage  from  some  home.  Ob- 
serve the  most  common  species  each  day,  and  note  their  flnal  disappearance. 
What  becomes  of  them? 

Insects.  Find  large  caterpillar  like  that  of  cecropia  or  polyphemus  moth; 
keep  properly  and  watch  it  spin  its  cocoon.  Find  caterpillar  of  Monarch  butter- 
fly on  milkweed,  and  of  the  cabbage  buterfly;  observe  changes  to  butterfly.  Grass- 
hopper.   Cricket. 

WINTER. 

Trees.  Christmas  trees,  if  possible:  green  all  winter,  leaves  remaining  on 
the  tree;  notice  needle-shaped  leaves.  Christmas  trees  are  usually  spruces;  if 
other  evergreens  are  found  in  the  district  notice  what  species  they  are.  Are 
there  any  pines? 

Domestic  Animals.  Study  the  cat  and  dog,  horse  and  cow,  sheep,  pig,  chick- 
ens,— a  few  of  the  most  easily  observed  characteristics  of  each,  their  use  to  us 
^  and  the  care  they  should  receive  from  us,  the  food  they  eat  and  the  differences 
in  their  manner  of  taking  and  chewing  food.  Note  their  various  ways  of  walk- 
ing, running,  jumping,  and  their  antics  ai  play. 

Birds.  English  sparrow  and  any  other  birds  that  can  be  found  in  the  winter 
as  prairie  chicken,  horned  lark,  cross-bill,  snowflake,  snowy  owl,  tame  pigeon. 
Recognition  and  name.  Pupils  should  note  these  hardy  winter  birds.  What  food 
do  they  live  upon? 

Natural  Phenomena.  Observation  of  the  weather; also  of  different  forms  of 
water, — as  water,  steam,  rain,  snow,  ice. 

SPRING. 

Signs  of  Returning  Spring.  Warmer  weather;  disappearing  snow;  budding 
twigs;  first  meadowlark  or  robin;  first  spring  flower. 

Flowering  Plants.  Recognition  and  names  of  pasque  flowers,  violet,  willow 
catkins,  geranium,  daffodil,  false  Solomon's  seal,  meadow  rue,  or  others  that  are 

97 


COURSE  OF  STUDY 


cdmmon  in  the  district.  Note  the  conditions  under  which  they  grow  in  regard 
to  high  or  low  ground,  light,  etc. 

Trees  and  Shrubs.  Observe  the  trees  chosen  in  the  fall.  Note  bursting  of 
bud;  blossoming;  forming  of  fruit,  if  possible.  Germinate  seeds, — perhaps  those 
that  matured  last  fall.  Lilac,  snowball,  and  other  flowering  shrubs  to  be  found: 
recognition  and  name. 

Birds.  Recognition  of  robin,  meadowlark,  oriole,  bluebird,  flicker,  red- 
headed woodpecker,  crow,  rose-breasted  grossbeak,  red-winged,  kingbird,  gold- 
finch. 

Insects.  Emergence  of  moth  from  cocoons.  May  be  left  out  of  doors  until 
March,  or,  if  gathered  in  the  fall,  they  should  be  kept  in  a  cool  place. 

SUMMER. 

Flowering  Plants.  The  recognition  and  name  of  at  least  a  dozen  or  fifteen 
summer  fiowers,  wild  and  cultivated.  The  lists  given  elsewhere  will  suggest 
many  species  that  ought  to  be  found  in  abundance  at  this  season.  Cultivate  an 
appreciation  for  these  fiowers.  Notice  in  what  kind  of  situations  each  variety 
grows. 

Birds.  Learn  the  names  of  as  many  as  possible,  at  least  a  dozen.  It  may  be 
taken  for  granted  that  those  now  seen  are  summer  residents,  i.  e.,  they  nest  in 
the  state.  Find  some  of  their  nests.  Call  children's  attention  to  the  affection 
which  parent  birds  display  toward  nest,  eggs,  and  young;  appeal  to  thier  finer 
instincts  and  teach  them  not  to  molest  them. 

Visit  a  poultry  yard  where  hen  and  chickens  may  be  seen.  Observe  parental 
care  of  old  hen.    Food.    Note  any  interesting  habits. 

Insects.  Keep  a  small  collection  of  insects  in  simple  insect  cages,  feed  them 
and  observe.  Use  any  insects  found  in  the  neighborhood,  as  grasshoppers, 
crickets,  butterflies,  moths,  potato  beetles,  etc.  Learn  something  of  the  life 
history  of  some  of  these  insects, — as  the  growth  of  a  young  wingless  grasshopper 
to  the  adult;  the  transformation  of  a  potato  beetle's  eggs  into  larvae,  those  into 
pupae  (in  the  ground)  and  these  into  adult  beetles. 

AUTUMN,  SPRING  OR  SUMMER. 

EXPERIMENTS 

No.  1.  Prove  that  seeds  require  moisture  for  germination.  Place  seeds  in 
soil,  sand,  or  sawdust  and  keep  them  moist.  Repeat  without  moisture.  Use 
beans,  peas,  and  corn. 

No.  2.  Prove  that  seeds  require  a  certain  amount  of  heat  in  order  to  ger- 
minate.— Plant  seeds  in  a  pot  or  small  box  and  keep  in  a  warm  room.  Repeat 
keeping  them  out  of  doors  in  cold  weather. 

No.  8.  Prove  that  plants  require  water. — Let  a  plant  wilt;  revive  with 
water. 

No.  4.     How  to  test  seeds. — First  Book  of  Farming,  p.  76. 

No.  5.  To  see  how  seedlings  come  up  from  the  ground. — Studies  of  Plant 
Life,  pp.  1-7. 

No.  6.  To  see  how  seeds  behave  when  germinating.  Studies  of  Plant  Life, 
pp  7-17. 

98 


- NATURE  STUDY— UPPER  INTERMEDIATE  GRADES 

LOWER  INTERMEDIATE  GRADES. 

The  work  in  home  geography  will  furnish  excellent  additional  topics  in 
nature  study  for  these  grades.  Observations  should  still  be  directed  to  the  ob- 
ject as  a  whole,  seeing  accurately  its  essentials,  but  not  the  complete  details. 
Some  of  those  may  be  filled  in  later.  The  aim  should  be  to  get  certain  funda- 
mental and  general  truths  through  observation  and  experience.  The  work  should 
be  spontaneous  and  suggested  by  the  material  obtainable,  the  teacher  indicating 
the  points  for  observation,  but  refraining  from  telling  pupils  what  they  may  find 
out  for  themselves  by  looking,  and  avoiding  definitions  and  the  setting  of  pat- 
terns. 

AUTUMN. 

Flowering  Plants.  Recognition  and  names  of  a  dozen  or  more  fall  flowers 
not  already  identified. 

Recognition  of  fruits  of  the  spring  flowers  studied. 

Special  study  of  Russian  thistle,  bean,  pumpkin  or  cucumber,  wild  cucumber. 

Trees.  Recognition  of  three  or  four  not  observed  in  previous  years,  as  cot- 
tonwcod  and  other  poplars,  if  found  in  the  district,  willow,  (several  varieties  if 
possible)  ash,  elm. 

Birds.  Detailed  study  of  hen.  Care  and  feeding.  Usefulness  of  the  hen. 
Continue  identification  of  birds.  There  will  be  many  migrants  passing  south  in 
September  and  October.  How  far  do  some  of  them  go?  How  late  do  some  of 
them  remain  with  us. 

Insects.  House  fly, — life  history.  Grasshoppers  in  breeding  cage;  save  soil 
so  that  if  there  are  eggs  in  it  the  young  may  hatch  out  later. 

WINTER.' 

Trees.  If  evergreens  can  be  found,  identify  them:  as  spruce,  balsam,  fir,  red 
cedar  or  arbor  vitae. 

Buds  and  Branches.  Notice  the  condition  of  trees  and  shrubs  with  reference 
to  buds  and  branches.  Compare  position  and,  arrangement  of  buds  on  different 
species  and  notice  how  this  determines  the  mode  of  branching.  Examine 
branches  and  note  length  of  a  season's  growth  for  several  years  past.  Try  to 
identify  those  learned  previously  while  in  foliage.  Bring  in  some  willow  or 
other  twigs  and  try  to  wake  them  up  by  placing  them  in  water. 

Domestic  Animals.  Horses,  cattle  and  chickens.  The  leading  types  as 
draft  horses  and  roadsters,  beef  and  dairy  cattle,  egg  and  moat  breeds  of  ^hf  k- 
ens.  Learn  the  names  of  a  few  breeds  of  each  type.  A  few  example?-  ought  to 
be  found  in  the  district. 

Insects.  Open  a  few  goldenrod  galls  or  willow  galls  collected  in  the  fall  to 
find  the  larva.  Keep  others  in  large  bottles,  corked,  till  the  winged  insect  ap- 
pears. 

Natural  Phenomena..  .Learn  to  read  the  thermometer,  and  then  make  ob>'or- 
vations  on  the  weather,  noting  the  temperature,  wind  direction,  cloudiness,  snow, 
or  sunshine.  Perform  experiments  to  show  evaporation  and  condensation,  ob- 
serve frost  on  the  window  and  discuss  the  cause. 

99 


COURSE  OF  STUDY 


*  SPRING 

Flowering  Plants.  Continue  identification  of  flowers  not  yet  known  to  chil- 
dren.    Look  for  relationship  among  flowers. 

Seeds.  Soak  several  kinds;  look  for  the  little  plantlet  and  food;  germinate 
the  seeds.  Prepare  seed  bed  in  garden  and  plant  various  seeds  of  flowers,  garden 
or  farm  plants,  and  follow  their  growth.  ..Encourage  children  to  take  an  in- 
terest and  a  share  in  planting  the  garden  at  home. 

Make  simple  germination  tests  by  placing  soil  or  sand  in  a  shallow  pan, 
cover  with  paper,  moisten,  put  seeds  on  top  of  paper,  then  cover  with  inverted 
pan  or  plate;  keep  in  warm  place  and  watch  developments. 

Four-footed  Animals.  Study  of  gophers  and  ground  squirrels;  see  how 
many  species  you  can  flnd. 

Insects.  Potato  beetle,  lady  bug,  cutworms,  June  beetles;  usefulness  or 
harmfulness;  if  harmful,  how  may  they  be  controlled  or  exterminated?  How- 
did  they  pass  the  winter? 

Birds.  Continue  identification  of  birds,  making  a  bird  calendar  in  which  the 
first  arrivals  of  each  species  are  noted.  Learn  to  know  them  by  their  song  and 
cry,  as  well  as  by  size  and  color. 

Toads  and  Frogs.  Gather  a  few  frog's  or  toad's  eggs  from  a  pool,  keep  in  a 
dish  of  water  and  watch  their  development  into  tadpoles,  and  their  later  growth 
into  adult  frogs  or  toads  in  the  pools  and  streams. 

SUMMER 

Flowering  Plants.  The  larger  number  of  our  flowers  bloom  in  summer  and 
should  be  identifled  this  season.  Learn  the  parts  of  a  typical  flowers;  corolla 
(petals),  calyx  (sepals),  stamens  and  pistils,  and  to  recognize  them  en  various 
species.  Study  the  whole  plant,  briefly  referring  to  the  use  of  root,  stem,  and 
flower. 

Insects.  Recognition  of  dragon  fly.  Notice  large  eyes  (compound)  and 
beautiful  colors.  Damsel  flies  may  also  be  found  and  compared  with  dragon 
flies.  Collect  and  study  such  insects  as  beetles,  flies,  mosquitoes,  buterflies, 
moths,  crickets,  grasshoppers. 

Birds.  Nesting  habits  of  birds.  Observe  what  materials  are  used  by  each 
species  in  the  construction  of  its  nest,  and  where  the  nest  is  located.  Call 
attention  to  the  importance  of  not  disturbing  the  nests,  eggs,  or  young,  and 
encourage  birds  to  build  near  the  schoolhouse  and  the  home.  Observe  the  feed- 
ing habits,  learning  what  the  food  consists  of  and  how  much  of  it  the  parents 
carry  to  the  young.  Observe  the  songs  and  call  notes  of  birds  and  learn  to 
identify  them  by  ear  as  well  as  by  sight.  Cultivate  an  appreciation  of  bird 
music. 

AUTUMN,  SPRING  AND  SUMMER 

To  show  some  of  the  substances  in  plants. 
First  Book  of  Farming. 

No.  1.     To  prove  that  plants  contain  starch,  p.  G3. 

No  2.     To  prove  that  plants  contain  fats  and  oils,  p.  G4. 

100 


NATURE    STUDY— UPPER    INTERMEDIATE    GRADES 

No,  3.  To  prove  that  plants  contain  a  nitrogenous  substance  which  is  like 
albumen  or  the  white  or  an  egg,  p.  64. 

No.  4.     To  prove  that  plants  are  made  partly  of  water,  p.  65. 

No.  5.     To  prove  that  plants  contain  woody  fiber,  p.  63. 

No.  6.  To  prove  that  plants  contain  substances  which  may  become  ashes, 
p.  65.     To  study  the  germination  of  seeds.     First  Book  of  Farming. 

No.  1.     To  prove  that  seeds  need  air  for  germination,  p.  72. 

No  2.     To  prove  that  seeds  will  not  sprout  in  poorly  ventilated  soil,  p.  73. 

No.  3.  To  prove  that  the  seed  leaves  which  appear  above  ground  (bean) 
and  the  seed  which  remains  below  (corn)  furnish  food  for  the  young  plant, 
p.  79. 

No.  4.  To  show  which  seeds  can  be  planted  deepest,  those  which  life  their 
seed  leaves  or  those  which  do  not,  p.  82. 

UPPER    INTERMEDIATE    GRADES 

In  these  grades  continue  the  work  along  the  lines  previously  followed,  but 
broaden  its  scope  and  study  more  in  detail.  Greater  effort  should  be  made  to 
form  the  habit  of  searching  for  the  causes  of  phenomena,  of  observing  accur- 
ately, and  of  forming  conclusions  and  generalizations  with  all  possible  care. 
Economic  features  will  now  begin  to  be  of  more  interest  and  should  be  given 
more  prominence,  a  question  of  frequent  recurrence  being  how  the  object  under 
consideration  directly  or  indirectly  affects  the  welfare  of  man. 

AUTUMN 

Weeds.  Recognize  such  as  pigeon  grass  or  foxtail,  Russian  thistle,  wild 
mustard,  tumbling  mustard,  Canada  thistle,  pepper-grass,  wild  oats,  marsh 
elder,  great  ragweed  or  kinghead,  lamb's  quarters,  fleabone,  purslane,  sow 
thistle,  amaranth  (several  species,  including  red-root),  squirrel-tail  grass  (o: 
"foxtail,")  Learn  to  identify  them.  Learn  the  characteristics  of  each  weed 
which  enable  it  to  thrive  with  every  man's  hand  agaist  it.  Learn  the  harm 
weeds  do;  best  methods  of  extermination.  Make  a  collection  of  weed  seeds,  pui: 
them  into  vials  and  label  them;   keep  them  for  subsequent  observations. 

Seeds.  Study  the  fruits  of  a  variety  of  plants.  The  word  "fruit"  is  here 
used  in  the  botanical  sense,  meaning  the  ripened  ovary,  with  seeds  and  other 
parts.  Note  that  in  such  plants  as  the  sunflower,  dandeloin,  thistle  the  fruit  is 
seedlike  and  dry,  and  is  probably  regarded  as  simply  a  seed.  Study  the  winged 
fruit  of  the  boxelder  and  observe  the  seed  in  the  hard  shell  at  one  end.  Com- 
pare the  pea  pod  and  the  mustard  pod,  and  note  the  different  structure.  A  milk- 
weed pod  and  the  fruit  of  the  evening  primrose  will  show  very  different  and 
very  interesting  forms.  Study  also  the  structure  of  fleshy  fruits,  as  the  apple. 
Now  study  the  development  of  the  fruit  from  the  pistil  of  the  flower;  a  pea  pod 
and  a  rose  hip  will  do  well  for  this  purpose. 

Birds.  Study  their  migration  to  the  south;  make  a  calendar  showing  dates 
when  the  various  species  disappear.  Bird  lovers  know  which  species  leave  U3 
early  in  the  season  and  which  are  the  last  to  go.  Continue  the  work  of  identi- 
fication and  try  to  distinguish  the  migrants  observed  from  the  summer  resi- 
dents. 

101 


COURSE  OF  STUDY 


Learn  to  recognize  the  marsh  hawk,  sparrow  hawk,  Swainson's  hawk,  bux*- 
rowing  owl,  great  horned  owl.  Study  their  characteristics  as  birds  of  prey, 
their  habits  of  flight  and  their  food.    Which  ones  have  economic  value? 

Insects.  Water  beetles;  put  them  into  aquaria,  keep  covered  to  prevent 
escape;  notice  how  they  get  air. 

Topography.  Note  any  interesting  physiographic  features  that  may  b^3 
found  in  the  district  such  as  boulders,  sand  dunes,  bad  lands,  hills,  buttes, 
valleys,  coulees,  streams,  coal  beds.  Learn  something  of  their  origin.  ~  Note 
the  effect  of  topographic  features  on  the  plant  life. 

WINTER 

Domestic  Animals.  Horses,  cattle,  sheep,  pigs,  and  poultry;  types  anl 
various  breeds;  characteristics  and  special  advantages  of  each,  especially  thos-3 
of  which  examples  are  found  in  the  district  so  that  they  m^y  be  seen. 

Wild  Animals  (quadrupeds.)  Make  a  list  of  all  that  are  found  in  the 
vicinity,  and  study  especially  their  life  in  winter,  as  far  as  possible. 

Trees  and  Shrubs.  Learn  to  identify  all  species  of  trees  and  shrubs  in 
their  winter  condition,  without  their  foliage.  Note  ch-^racteristic  form,  mode  cf 
branching,  color  of  bark,  etc.  Study  cross  and  longitudinal  sections  of  stems 
or  branches;  annual  rings  and  medullary  rays;  how  to  read  the  age  of  a  tree 
from  the  annual  rings. 

Birds.  Make  a  list  of  birds  to  be  found  at  any  time  between  the  middle  of 
November  and  the  middle  of  March.  There  are  not  many  in  North  Dakota. 
Do  you  find  any  winter  visitors  that  have  come  to  North  Dakota  from  the  fir 
north?  Do  you  find  that  many  English  sparrows,  prairie  chickens,  etc.,  perish 
in  winter?  If  so,  then  is  severe  cold  or  lack  of  food  the  principal  cause? 
Natural  Phenomena. 

a.  The  sun.  Notice  how  low  it  is  in  winter,  even  when  in  ^he  merilian 
With  a  small  protractor  you  can  easily  measure  its  altitude  in  degress. 

b.  The  moon.     Observe  it  for  a  few  months;  note  the  length  of  time  thi 
elapses  between  one  moon  and  the  next  new  moon;    how  it  pases  around  the 
earth  from  west  to  east  as  the  month  advances;  notice  its  phases  and  how  they 
change. 

c.  The  stars.  Identify  the  North  Star  and  the  big  dipper.  Notice  hew  the 
dipper  swings  around  the  North  St?r  counter  clock-wise  as  the  night  advin^es 
Notice  the  movement  of  all  the  stars  as  the  right  advanc<^s.  Try  to  identify  n 
few  other  familiar  groups,  as  Orion  and  the  Pleides.    Notice  the  milky  way. 

Heat  and  Cold.  Make  simple  observational  studies  on  the  conduction  ot 
heat  in  iron  and  other  substances.  Note  the  principle  of  conduction  involved 
In  clothing,  ice  chests,  fireless  cookers,  etc. 

SPRING 

Flowering  Plants.  Continue  identification  of  all  that  are  not  yet  known  to 
the  pupils.  Look  for  relationship  as  indicated  by  structure  of  flower  and  fruit. 
Pupils  should  now  learn  a  large  portion  of  the  wild  flowers  of  their  district. 

102 


NATURE  STUDY  — UPPER  INTERMEDIATE  GRADES 

Trees  and  Shrubs.  Identify  all  that  grow  in  the  district.  Learn  their  char- 
acteristics. Study  best  methods  of  transplanting.  Let  class  transplant  a  tree, 
and  observe  others  do  it.  Terch  the  proper  way  to  prune  trees.  Observe  Arbor 
Day  and  make  an  effort  to  have  windbreaks,  trees  and  shrubs  planted  about 
the  school  house.     Instil  a  sentiment  in  favor  of  similar  pliPting  at  home. 

Birds.  Continue  identification,  especially  of  such  difficult  fa-filies  as  spar- 
rows, w  1  biers  and  virecs.  Make  bird  calendar  in  which  you  ncte  date  when 
each  species  rrives.  Notice  which  become  permanent  residents,  which  are 
migrants  and  how  long  the  latter  remain.  Continue  the  story  of  hawks  and 
owls  and  their  economic  value. 

Note  protective  laws  and  their  purposes,  and  instil  a  desire  to  obey  them. 

Imects.  Observe  cutworms,  caterpillers,  the  larvae  of  mosquitoes  and  flies, 
and  fellow  up  former  work  upon  development,  studying  the  metamorphosis  of 
insects  common  in  the  vicinity.  Explain  how  flies  carry  filth  and  disease  into 
the  house,  and  emphasize  the  need  of  keeping  the  premises  cleanly  in  order  to 
control  or  exterminate  this  pest.  Harm  that  insects  do  in  leaf  eating,  juice 
sucking,  leaf  rolling,  gall  making. 

SUMMER 

Floicering  Plants.  As  far  as  possible,  learn  names  of  all  not  hitherto  iden- 
tified.    Observe  their  favorite  habitant  and  their  characteristics. 

Grasses  and  Sedges.  Their  value  to  animals  and  man.  Structure  of  a 
grass  plant;  notice  that  the  grains  belong  to  this  family  of  plants.  Study 
especially  the  corn  and  wheat  plants,  including  their  blossom.  Distinguisn 
sedges  from  grasses.  Identify  some  of  our  commonest  grasses,  as  brome  grasn, 
Kentucky  blue  grass,  June  grass,  timothy,  red  top,  false  red-top,  feather  bunch 
grass,  grama  grass,  cord  grass,  tall  manna  grass,  wild  rye,  wild  barley,  blue- 
stem,  slender  wheat  grass,  slough  grass,  porcupine  grass. 

Poisonous  Plants.  Make  a  list  of  these  growing  in  the  district  and  identify 
them.     Learn  how  they  act  as  poisons. 

The  following  grow  in  various  parts  of  the  state  and  you  ought  to  find 
several  of  them:  Poison  ivy,  water  hemlock,  water  parsnip,  azure  larkspur, 
loco  weed,  species  of  zygadenus  (venenosus,  and  elegans),  two  lupines  (the 
silvery  and  the  slow.)  In  case  of  one  or  two  of  these  the  poisonous  property 
has  not  been  entirely  established,  but  people  should  be  taught  to  regard  all  of 
them  with  suspicion.  Some  of  them  poison  cattle  that  eat  them;  others  are 
even  dangerous  to  handle. 

Dissemination  of  Seeds.  Nature  has  provided  many  plants  with  means  for 
the  dissemination  of  their  seeds.  Find  examples  of:-  (a)  Seeds  that  are  easily 
transported  by  the  wind;  (b)  tumble  weeds  that  roll  over  the  prairie  and  scatter 
their  seeds  broadcast;  (c)  seeds  provided  with  hooks  for  holding  fast  to  the 
hair  or  wool  of  animals;  (d)  seeds  often  eaten  by  birds  and  other  animals  to 
be  dropped  elsewhere  uninjured;  (e)  seeds  growing  near  running  water  upo;i 
which  they  float  away. 

103 


COURSE   OF  STUDY 


AUTUMN,  SPRING  OR  SUMMER 

EXPERIMENTS 

To  show  the  work  of  roots.     From  the  First  Book  of  Farming. 

No.  1.     To  prove  that  roots  absorb  water  from  the  soil  for  plants,  p.  9. 

No.  2.     To  prove  that  roots  store  food  for  the  future  use  of  the  plant,  p.  0. 

No.  3.     To  prove  that  some  roots  produce  new  plants,  p.  10. 

No.  4.     To  determine  how  water  gets  into  the  root  hairs,  p.  19. 

No.  5.     To  prove  that  roots  need  air,  p.  21 

No.  G.     To  prove  that  water  contains  air  and  that  boiling  drives  it  out,  p.  21. 

To  show  the  uses  of  stems.    From  the  First  Book  of  Farming. 

No.  1.  To  show  that  the  stem  serves  as  a  conductor  of  food  and  moisture 
between  leaves  and  roots,  p.  12^. 

No.  2.  To  show  that  a  stem  will  produce  new  plants  by  buds,  cuttings, 
layerings,  p.  123. 

No.  3.  To  prove  that  stems  store  food  for  the  future  use  of  the  plan:, 
p.  124. 

To  show  the  relation  of  soils  to  moisture.  From  the  First  Book  of  Farm- 
ing. 

No.  1.  To  prove  that  the  power  of  the  soil  to  take  in  rainfall  depends  upon 
its  texture,  or  the  size  and  compactness  of  its  particels,  p.  41. 

No.  2.  To  prove  that  the  power  of  soils  to  take  moisture  from  below  de- 
pends on  their  texture,  p.  43. 

No.  3.  To  show  what  kind  of  soils  have  the  greatest  power  to  hold  the 
water  which  enters  them,  p.  44. 

To  study  the  growth  of  seedlings.     From  First  Studies  of  Plant  Life. 

No.  1.  To  show  where  growth  in  length  of  root  and  stem  takes  place,  pp. 
24-26. 

No.  2.     To  find  direction  of  growth  of  root  and  stem,  pp.  27-32. 


104 


AGRICULTURE— SUGGESTIONS 


Agriculture 


SUGGESTIONS. 

Ill  order  to  follow  this  outline  successfully  several  sources  of  information 
must  be  used: 

1st:     A  text  book. 

The  first  three  months  of  the  seventh  grade  does  not  presume  the  use  of  a 
look  at  all.  Subsequent  to  this  any  good  text  may  be  used,  but  not  followed 
chapter  by  chapter.    Follow  the  outline  rather  than  the  text  book. 

2nd:     Reference  Books. 

Several  of  the  very  best  agricultural  books  obtainable  are  mentioned  at  the 
close  of  the  outlines  for  the  different  months.  These  should  be  secured,  placed 
in  the  school  library,  and  the  appropriate  chapters  or  paragraphs  read  as  in- 
dicated. These  books  will  be  somewhat  expensive,  but  as  indicated  elsewhere^, 
if  agriculture  is  to  be  taught  successfully,  there  must  be  some  outlay  of  money. 

3rd:     Bulletins. 

Here  is  an  excellent  source  of  agricultural  information  for  teachers.  Every 
live  teacher  should  cultivate  the  habit  of  collecting  and  filing  bulletins.  If  oc- 
casionally the  teacher  fail  to  get  the  publication  indicated  because  it  is  out  of 
print  or  for  any  other  reason,  she  should  not  fail  to  ask  for  others.  These 
publications  are  nearly  all  free. 

4th:     Apparatus  and  Illustrative  Material. 

A  few  pieces  of  cheap  usuable  apparatus  should  be  found  in  every  school, 
the  property  of  the  district.  This  should  include  glass  tubes,  rubber  hos;^, 
metal  cans,  a  measuring  vessel,  weighing  scales,  alcohol  lamp,  ring  stand,  Bab- 
cock  milk  testing  apparatus,  etc. 

The  most  effective  illustrative  material  may  be  gathered  from  the  fields,  the 
gardens,  and  the  roadsides  within  the  district. 

With  these  aids  in  the  hands  of  the  alert,  conscientious  teacher  agriculture 
will  soon  become  not  only  a  most  popular  subject  but  one  which  will  make  for 
real  development  of  the  boys  and  girls. 

The  teacher  should  go  over  this  outline  in  the  summer  or  fall,  making  a 
complete  list  of  all  bulletins,  reference  books,  apparatus,  illustrative  material, 
etc.  Then  ascertain  how  much  of  this  is  already  on  hand  and  ready  for  use 
and  immediately  begin  to  collect  that  which  is  missing. 

Now  when  school  opens  everything  is  on  hand  and  a  successful  course  may 
be  given  without  delay  and  inconveniences. 


105 


COURSE   OF  STUDY 


COURSE   IN  ELEMENTARY  AGRICULTURE 
1th  Grade 


SEPTEMBER 


COLLECTIOX  OF  SPECIMENS:  CEREALS 

Purpose:  To  train  powers  of  observations,  and  to  learn  that  there  is  a 
fund  of  knowledge  to  be  gathered  from  the  fields  and  roadsides. 

Collect  from  each  farm  in  the  district  heads  and  shelled  kernels  of  wheat, 
cats,  barley,  rye,  millet,  timothy,  brome  grass,  clover,  alfalfa,  etc. 

Classify:  Wheat:  (a)  bearded,  (b)  bald,  (c)  smooth  chaff,  (d)  velvet./ 
chaff.  If  bald  and  smooth  chaff  it  is  fife,  if  bald  and  velvety  chaff,  blue  stem, 
if  bearded  with  velvety  chaff  it  is  probably  velvet  chaff,  and  if  it  has  a  smooth 
chaff  with  long  stiff  beards,  the  whole  head  appearing  rather  large  and  coarst^, 
it  is  a  variety  of  durum  or  marconi.  Now  shell  a  head  of  each  and  note  the 
very  slight  differences  of  size,  shape  and  color  in  the  fife  and  blue  stem,  the 
narrow  crease  of  the  velvet  chaff  and  the  large  size,  lighter  and  clearer  color 
of  the  durum. 

Oats:  (a)  white  ,(b)  black,  (c)  yelow  or  brown,  (d)  whorled  (spikelets 
branching),  (e)  side  spikelets  on  same  side). 

Millet:  (a)  foxtail,  (b)  broomcorn.  The  foxtail  millets  are  those  whose 
heads  are  like  the  head  of  pigeon  grass,  resembling  the  tail  of  a  fox  or  squirrel. 
German,  Siberian  and  Hungarian  are  the  principal  varieties  included  in  this 
group.  The  broom  corn  millets  are  those  with  large  branching  heads  like  thn 
head  of  broom  corn,  the  plant  from  which  brooms  are  made.  Hog  milet  and 
Early  Fortune  millet  are  the  principal  varieties  of  this  group.  Why  does  a 
farmer  ever  grow  millet  instead  of  other  grasses  such  as  timothy  or  brome? 

Clover:      (a)   white,   (b)   red,   (c)   Alsike. 

White  clover  is  usually  found  in  lawns  and  about  farm  yards  providing  the 
moisture  is  sufficient.  It  does  not  grow  large  enough  for  hay  but  increases  the 
value  of  pasture  very  much. 

Red  Clover  is  the  kind  most  commonly  grown.  It  usually  produces  two 
crops  a  year.    The  seed  is  usually  found  in  the  second  crop. 

Alsike  is  quite  tall  and  slender  with  a  pink  and  white  blossom.  This  varieiy 
was  brought  from  Sweden. 

If  any  clovers  can  be  found  in  blossom  note  that  there  are  many  flowers 
clustered  into  a  head.    Note  also  that  each  little'  flower  is  like  a  pea  blossom. 

OCTOBER 

COLLECTION    OF    SPECIMENS:    WEEDS. 

Purpose:     Same  as  September. 

Collect  and  identify  as  many  weeds  as  possible:  Pigeon  grass,  mustard 
(several  varieties),  French  weed  or  pennycress  or  stink  weed,  Russian  thistle 
cockle  (two  varieties),  Canada  thistle,  quack  grass,  Marsh  elder,  kinghead, 
dandeloin,  pig  weed  (two  or  three  varieties),  wild  oats,  shepperd's  purse,  pepper 
grass,  and  others. 

'106 


AGRICULTURE— SEVENTH    GRADE 


Perhaps  all  of  these  will  not  be  found  in  any  one  locality,  but  rather  a  part 
of  these  and  several  others  not  mentioned  in  this  list.  Note  the  root,  leaves, 
flowers,  and  seeds.  Shell  out  the  seeds  and  place  them  in  small  bottles,  pro- 
perly labeled.    Preserve  specimens  of  plants. 


NOVEMBER. 

COLLECTION    OF    SPECIMENS:     CORN. 

Purpose:     Same  as  September  and  October. 

Secure  specimens  of  as  many  of  the  following  varieties  as  possible:  Gold- 
en Dent,  Northwestern  Dent,  Minn.  13,  Minn.  King,  Gehu,  Mercer,  Triumph, 
Longfellow  and  King  Philip.  Note  color,  size  and  shape  of  ears,  whether  ripe 
or  immature.  (Take  this  ear  in  the  hand  and  with  the  ball  of  the  thumb  at- 
tempt to  move  the  kernels  back  and  forth.  If  they  yield  readily  the  corn  is 
immature;  if  rigid  and  resisting  the  ear  is  ripe).  Shell' a  few  kernels.  Note 
shape,  size,  depth  of  kernels  and  color  of  cob.  Split  a  kernal  lengthwise  and 
note  difference  of  white  and  yellow  portions,  in  dent  and  flint  varieties.  Soak 
some  kernels  for  24  hours  in  warm  water.  Note  how  the  crease  or  groove  fills 
up.  Germinate  a  few  kernels  between  folds  of  damp  cloth  and  watch  the  ap- 
pearance and  development  of  the  little  plant. 

If  typical  ears  of  the' various  mentioned  above  cannot  be  secured  in  the 
neighborhood  they  may  be  bought  at  this  season  from  any  of  the  seed  houses  of 
the  state.  If  the  subject  of  agriculture  is  to  be  successfully  taught,  a  small 
investment  in  apparatus  and  illustrative  material  is  absolutely  necessary  and 
essential. 

[Farmers  Bulletin  No.  409,  Dept.  of  Agriculture,  Washington,  D.  C] 

DECEMBER. 

.  LEGUMES   AND  ROOT  CROPS. 

Purpose:  To  gain  practical  knowledge  of  certain  crops  too  little  grown  in 
North  Dakota;  to  learn  the  use  of  bulletins  and  other  references,  and  to  em- 
phasize the  imoprtance  of  note  keeping. 

Red  clover,  white  clover,  Alsike  clover,  alfalfa,  peas,  beans,  also  potatoes, 
mangles  and  turnips.  High  feeding  value  of  the  legums.  Enrichment  of  the 
soil.  Varieties  of  potatoes.  Kind  of  soil  required.  Best  methods  of  cultivation, 
storage,  etc.    Other  root  crops.    Value  in  ration  for  live  stock. 

Re-examine  specimens  collected  in  September.  Read  chapter  or  chapters  in 
text  book,  Farmers  Bulletins,  Department  jof  Agriculture,  Washington,  D.  C, 
Nos.  194,  215,  224,  240,  2G0,  16,  278,  441  and  121.  Extension  Bulletin  No.  1,  North 
Dakota  Agricultural  College,  Fargo,  N.  D.  Circulars  of  Information  No.  16  Ag- 
ricultural Experiment  Station,  Madison,  Wis.,  Bulletin  No.  118  Horticultural 
Division,  University  Farm,  St.  Pa.ul,  Minn.  Bulletin  No.  94,  Dept,  of  Horticul- 
ture, Pullman,  Wasnington. 

Collect  samples  of  potatoes.  Carrots,  mangles,  turnips,  etc.  Write  descrip- 
ticns  and  uses  and  make  drawings  and  water  colors  in  note  books. 

107 


COURSE  OF  STUDY 


JANUARY. 

PLANT   DISEASES- AND   INSECTS. 

Purpose:  To  get  a  general  knowledge  of  diseases  and  insect  enemies  of 
plants  with  a  definite  knowledge  of  a  few  of  the  worst,  and  to  cultivate  further 
the  use  of  references. 

Smut  in  wheat  and  corn.  Get  samples  if  possible.  Bulletin  No.  122,  Agri- 
cultural Experiment  Station,  University  Farm,  St.  Paul,  Minn. 

Rust  in  wheat,  oats  and  flax.  Samples  may  be  secured  from  any  straw 
stack.    Bulletin  No.  109,  Agricultural  Experiment  Station,  S.  Dak. 

Insects:  Cut  worms,  army  worms,  potato  beetles,  grasshoppers.  Bulletins 
No.  28  and  123,  Agricultural  Experiment  Station,  University  Farm,  St.  Paul, 
Minn. 


FEBRUARY. 

Purpose:     To  become  as  familiar  as  possible  with  horse  types  and  breeds 
also  to  understand  better  the  needs  of  these  animals  as  to  care  and  management. 


Horses 


Heavy 


Light 


r  Draft 


Expressers 


Carriage 


Saddle 


Roadster 


Percheron 
Clydesdale 
Shire 
Belgian 
Suffolk  Punch 

Same  breeds  as 
above  but  small- 
er specimens 

Hackney 
French  Coach 
German  Coach 
Cleveland  Bay 
Am.  Saddler 

Am.  Trotter 
Eng,   Thorough- 
bred 


Comfortable  stables,  amount  and  kind  of  feed,  amount  and  kind  of  work, 
protection  from  cold  and  flies,  examples  of  intelligence.  Kindness  to  horses. 
Read  Black  Beauty.  References:  Types  and  Breeds  of  Farm  Animals — Plumb 
— Published  by  Ginn  &  Co.,  Chicago;  Fundamentals  of  Agriculture — Halligan — 
Published  by  D.  C.  Heath  &  Co.,  Chicago. 


108 


AGRICULTURE— SEVENTH    GRADE 


MARCH. 

Purpose:     Same  as  for  February. 


Cattle 


Beef 


Dairy 


Dual  purposes 


f  Shorthorn  (Cruickshank 
Strain) 
Hereford 

Aberdeen  Angus — Poll 
Gallaway 
West  Highland 

Holstein  Friesian 
Ayrshire 
Guernsey 
Jersey 

Shorthorn  (Bate  Strain) 

Polled  Durham 

Red  Poll 

Brown  Swiss 

Devon 


History,  utility,  necessity  of  kindness,  especially  to  dairy  cows.  Use  pictures 
and  read  articles  from  Breeders'  Gazette,  Sanders  Pub.  Co.,  Chicago.  Refer- 
ences:    Same  as  for  February. 

APRIL. 

Purpose:     Same  as  for  February  and  March. 


Sheep 


Fine  Wooled 


Medium  Wooled 


Long  Wooled 


Spanish  Merino 
American  Merino 
Delane 
Rambouillet 

Southdown 

Tunis 

Dorset 

Shropshire 

Cheviott 

Hampshire 

Oxford 

Suffolk 

Lincoln 

Leicester 

Cotswold 


109 


COURSE  OF  STUDY 


Swine 


Bacon 


Lard 


Yorkshire 
Tamworth 
Hampshire  or  Thin  Rind 

Berkshire 
Chester  White 
Poland  China 
Duroc  Jersey 


Poultry 


Meat  Breeds 


Egg  Breeds 


Gen.  Purpose  breeds    • 


Langshan 

Cochin 

Brahma 

Leghorns 
Minorca 
Andulusian 
Spanish 

Rock 

Rhode  Island 

Wyandotte 

Orpington 


History,  classification,  utility,  incubation,  brooding,  care  of  young  chicks, 
feeding,  housing,  etc.  Reference:  Bulletin  No.  7S,  Agricultural  Experiment 
Station,  Fargo,  N.  Dak.     Articles  in  farm  and  poultry  journals. 

MAY. 

BIRDS. 

Purpose:  To  become  familiar  with  the  great  variety  and  importance  of 
birds,  in  their  relation  to  agriculture. 

During  the  latter  part  of  May  and  the  early  part  of  June  Migrants  are 
passing  northward. 

Watch  birds  afield  and  write  original,  detailed  descriptions  of  at  least  four. 
Note  size,  color,  markings,  beak,  method  of  locomotion;  walking,  hopping,  run- 
ning, flying  in  straight  lines;  zig  zag  or  sailing.  Habitat;  wet  places,  highland, 
or  trees;  food;  insects  and  grubs,  weed  seed,  grain.  Nesting  habit,  color  and 
number  of  eggs  (without  disturbing),  song. 

JUNE. 

CULTIVATION. 

Purpose:  To  teach  by  text  book  and  references  as  well  as  by  experiment 
and  observation  the  beneficial  results  of  thorough  cultivation. 

A  method  of  destroying  weeds,  prevents  evaporation,  increases  water  hoM- 
ing  capacity,  makes  plant  food  available,  causes  tidy  appearance  of  farm  or 
garden. 


110 


AGRICULTURE— EIGHTH    GRADE 


Pill  two  large  tin  cans  with  equal  amounts  by  weight  of  moist  soil.  Pack 
one  firml}',  cultivate  the  upper  one-half  inch  of  the  second  every  few  days. 
Place  both  in  the  south  window  or  in  the  open  sunshine.  Allow  no  water  to  be 
added  to  either.    Weigh  at  the  end  of  two  weeks  and  note  results. 

Farmers  Bulletin  Nos.  266,  262  and  329,  U.  S.  Dept.  of  Agriculture,  Wash- 
ington, D.  C.     Make  observations  in  different  fields  and  report 

Read  Reasons  for  Cultivating  the  Soil  Year  Book  of  the  U.  S.  Dept.  of 
Agriculture  1895. 

Write  your  senator  or  congressman  asking  for  this  copy,  also  ask  for  the 
last  one  off  the  press  each  year.    They  are  free  to  North  Dakota  people. 

EIGHTH     GRADE 
SEPTEMBER. 

SOILS. 

Purpose:  To  teach  methods  of  determining  the  relative  capacities  of  differ- 
ent soil  types  to  produce  crops. 

Formation,  types,  plant  food,  use  of  soil  maps.  Collection  and  classifica- 
tion of  samples. 

Read  chapters  in  text  books.  Soil  Map  of  North  Dakota  published  by  D.  E. 
Willard,  St.  Paul,  Minn.  Collect  as  great  as  variety  of  soils  as  possible,  pre- 
serving in  small  bottles.  These  should  include:  surface,  (1st  6  in.),  sub  sur- 
face, (2nd  6  in.)  and  subsoil  (2nd  or  3rd  foot).  They  should  be  of  graval, 
sand,  loam,  clay,  etc. 

Test  for  water  holding  capacity  and  capillary  power.  Farmers'  Bulletin 
No.  408,  Office  of  Experiment  Station,  Washington,  D.  C.  Reference:  Soils— 
by  Burkett,  Published  by  Orange  Judd  Co.,  Chicago. 

OCTOBER. 

CONSEEVATION. 

Purpose:  To  teach  the  lesson  of  fairness  to  others,  as  well  as  some  prac- 
tical truths,  the  practice  of  which  will  give  immediate  financial  return. 

Removal  of  plant  food  by  continuous  cropping.  Future  generation  robbed. 
What  barnyard  manure  contains.  Its  use  as  a  fertilizer.  Commercial  fertiliz- 
ers. How  to  conserve  fertility.  How  to  conserve  water  in  the  soil.  Waste  in 
burning  straw  piles.     Benefits  of  humus  in  the  soil. 

References:  Soils — Burkett.  Story  of  the  Soil  by  Hopkins,  published  by 
the  author,  Cyril  G.  Hopkins,  Urbana,  111. 

NOVEMBER. 

FARM   EQUIPMENT  AAD  ECONOMY. 

Purpose:  To  teach  proper  economy,  system  and  civic  pride.  Costs  of  far'H 
implements.     Great  waste  in  lack  of  housing. 

Economy  of  good  repair;  of  machines,  buildings,  fences,  etc.  Necessity  of 
oil  on  bearing.  Benefits  of  oil  on  polished  surfaces  when  not  in  use.  Satisfac- 
tion of  having  good  implements  in  good  repair,  and  in  the  proper  places. 

Ill 


COURSE  OF  STUDY 


General  plan  of  the  farmstead.  (This  may  be  a  neatly  drawn  plan  of  each 
Hupil's  home  with  beneficial  changes  and  improvements  or  may  be  the  result  or 
the  pupil's  imagination  in  working  out  his  ideal.) 

Special  plan  of  one  principal  building. 

(Same  Suggstion  as  Above.) 

Circular  No.  98  Ohio  Experiment  Station,  Wooster,  O. 

Bulletin  No.  167,  Colo,  Agr.  Experiment  Station,  Ft.  Collins,  Colo. 

Farmer's  Bulletin  No.  370,  U..  S.  Dept.  of  Agriculture,  Washington,  D.  C. 

DECEMBER. 

CARE   OF   LIVE    STOCK. 

Purpose:  To  point  out  methods  which  make  the  keeping  of  live  stock 
more  profitable,  also  the  lesson  of  kindness  to  animals. 

Feeding,  housing,  ventilation,  necessity  of  cleanliness,  prevention  of  dis- 
ease, proper  fitting  harness  for  horses,  protection  from  flies,  blanketing  horses 
in  winter,  kind  treatment  of  all  animals.  Make  observations  in  the  neighbor- 
hood and  report  findings. 

References:  Feeding  and  Management  of  Live  Stock — Shaw — Published 
by  The  Webb  Pub.  Co.,  St.  Paul,  Minn. 

JANUARY. 

DAIRYIXG 

Purpose:  To  create  an  interest  in  dairying  by  teaching  a  few  of  the  fund^,- 
mental  principles. 

Selection  of  dairy  heard,  variation  in  cows.  Feed  for  dairy  cows.  Use  -f 
weighing  scales.  Use  of  Babcock  milk  tester.  Composition  of  milk  and  butte;. 
How  to  compute  profit  or  loss  on  individual  cows.  Care  of  milk,  cream  and 
butter.  Why  milk  sours.  What  causes  bitter  and  other  unpleasant  tastes  and 
odors  in  dairy  products. 

Year  Book  1896— Care  of  Dairy  Utensils. 

Farmer's  Bulletin  No.  29,  U.  S.  Dept.  of  Agriculture. 

Halligan's  Fundamentals  of  Agriculture 

FEBRUARY 

SEED   GERMINATION 

Purpose:  To  cultivate  the  power  of  observation,  and  to  show  some  prac- 
tical methods  of  tetsing  seed  grain  for  viability. 

Test  the  germinating  powers  of  many  seeds  such  as  wheat,  oats,  flax,  corn, 
garden  seeds,  etc.  Note  the  location  of  the  embyro  in  the  seed.  Why  the  large 
starchy  endosperm?  (main  portion  of  the  seed).  Watch  the  development  of 
the  young  plant. 

Types  of  germinators:  (1)  a  pie  tin  half  filled  with  clean  sand,  a  piece  of 
blotting  paper  over  the  sand,  cut  to  fit  the  plate,  the  whole  thoroughly  saturated 
with  water.  Place  the  grains  to  be  germinated  on  the  blotting  paper  and  cover 
with  a  tin  plate.  (2)  Invert  one  pan  inside  another  of  large  size.  Pour  water 
into  the  outer  pan  till  the  edges  of  the  inner  one  are  submerged.    Lay  a  cloth 

112 


AGRICULTURE— EIGHTH    GRADE 


over  the  inner  pan  in  such  a  way  that  the  cloth  will  be  in  the  water.  Place  the 
seeds  to  be  germinated  on  this  cloth,  spread  over  another  cloth  and  cover  the 
whole  system  with  a  third  pan.  (3)  Special  corn  germinator.  Make  a  wooden 
box  of  one-half  inch  lumber  20  inches  square  and  one-half  inch  deep — inside 
measurements.  Drive  small  brads  into  the  outside  one-half  inch  from  the  top 
and  two  inches  apart  all  the  way  around  the  box.  Fill  level  full  of  sand.  Next 
run  a  small  cord  around  the  brads  and  across  the  box  in  such  a  manner  as  to 
divide  the  sand  surface  into  two  squares.  The  upper  left  hand  square  will 
te  No.  1,  the  next  No.  2  and  so  on.  Plant  in  each  square  a  few  kernels  of  corn 
from  an  ear  similarly  numbered.  If  all  the  kernels  in  any  square  germinate, 
then  the  ear  bearing  the  corresponding  number  is  suitable  for  planting,  but  if 
no  kernels  in  a  given  square  germinate  the  ear  of  corresponding  number  is  fit 
only  for  feed. 

Farmer's  Bulletin  No.  409,  Dept.  of  Agriculture,  Washington,  D.  C. 

MARCH 

HOME    AND    SCHOOL    GROU.NDS 

Purpose:  To  become  familiar  with  our  common  trees  and  shrubs,  and  to 
teach  the  fundamentals  of  landscape  gardening. 

Necessity  of  thorough  ground  preparation  for  tree  planting.  Kinds  of  trees 
and  shurbs  to  plant  and  where  to  get  them.  Nurse  trees  and  permanent  ones. 
Care  after  planting.  Arrangement.  Hedges,  flower  beds,  lawns.  Plan  a  plant- 
ing scheme  for  the  school  ground  to  be  carried  out  in  part  in  April  and  May. 

Bulletin  No.  5G,  North  Dakota  Agricultural  Experiment  Station. 

APRIL 

THE  GARDEN 

Purpose:  To  create  an  interest  in  gardening,  to  teach  the  principles  of  suc- 
cessful garden  culture,  and  to  promote  the  school  garden  idea. 

Preparation  of  the  soil.  Fertilizers.  Vegetables  and  fruits  that  may  be 
grown  with  profit  in  North  Dakota.  How  to  start  plants  that  have  not  time  to 
mature  when  sown  in  the  open  ground.  Cabbages,  tomatoes,  cauliflower,  and 
celery.  Care  and  cultivation.  When  and  how  to  plant  different  vegetables, 
necessary  of  cultivation.  How  to  grow  strawberries,  currants,  gooseberries, 
raspberries  and  compass  cherries.  Winter  protection.  Food  value  of  fruits  and 
vegetables.  Prepare  by  plowing  or  spreading  a  small  plot  for  school  garden 
purposes.  In  addition  to  vegetables  and  possibly  a  few  flowers  as  sweet  peas, 
some  small  plots  of  farm  crops  may  be  grown.  A  small  plot  of  the  varieties  of 
clover,  alfalfa,  the  millets,  buckwheat,  etc. 

Bulletin  No.  59,  North  Dakota  Agricultural  Experiment  Station  and  Exte:i- 
sion  Bulletin  No.  1,  Agricultural  College,  Fargo,  N.  Dak. 

MAY 

FORESTRY  AXD  ROADS 

Purpose:     General  information  on  the  subject. 

The  lack  of  a  large  forest  area  in  North  Dakota.  The  value  of  forests. 
Growing  trees  for  profit,  for  protection,  for  ornament.    Kinds  of  trees  to  plant. 

113 


COURSE  OF  STUDY 


Forest  conditions.  Effect  upon  weather  conditions.  Effect  upon  crop  produc- 
tion. Kinds  of  roads,  dust  roads,  stone  roads,  gravel  roads,  Macadam  roads, 
Telford  roads.  The  value  of  clay  and  gravel  on  sandy  roadbeds.  The  value  of 
sand  and  gravel  on  clay  roadbeds.     The  value  of  good  roads  to  a  community. 

Forestry  of  Minnesota— Popular  Forestry— Green,  Published  by  Webb  Pu^. 
Co.,  St.  Paul. 

Bulletin  No.  295,  Agricultural  Experiment  Station,  Ithaca,  N.  Y.,  p  560. 

JUNE 

CONVEX- lEXCE    OF    THE    FARM    HOME 

Purpose:  To  show  how  the  country  home  can  be  made  more  pleasant,  san- 
itary, and  comfortable.  An  adequate  water  supply  from  well  or  cistern  under 
pressure.    A  sewage  system;   cesspool  or  septic  tank  . 

The  heating  plant,  stoves  not  a  satisfactory  method.  Relative  value  of  hot 
air,  hot  water  and  steam  heating  systems.  Necessity  of  ventilation  in  living 
rooms,  sleeping  rooms,  churches,  school  houses,  etc. 

Best  Methods  of  Lighting — E.  S.  Keene's  Mechanics  of  the  Household,  pub- 
lished by  author,  Agricultural  College,  Fargo,  N.  Dak. 


114 


HISTORY,   CIVICS  AND  SOCIAL  STUDY 


History,  Civics  and  Social  Studies 

It  has  sometimes  seemed  that  history  and  civics  are  taught  "simply  becp,use 
they  are  in  the  Course,"  but  in  our  present  over  crowded  curricula  no  subject 
deserves  a  place  unless  it  has  definite  purposes  to  accomplish.  In  the  words  of 
the  Committee  of  Seven,  "Social  studies  should  aim  primarily  at  three  things;  — 
(1)  sound  character  thru  intimate  contact  with  the  best  men  and  women  of  our 
own  and  other  times,  (2)  sympathetic  understanding  of  the  chief  phases  of  the 
present  social  order  as  seen  in  the  light  of  past  conditions,  (3)  such  an  interest 
in  public  affairs  as  will  later  express  itself  in  patriotic  citizenship."  The 
report  goes  on  to  say:  "The  first  is  to  be  sought  chiefly  thru  carefully  selected 
biographical  stories,  the  second  thru  cause  and  effect  studies  of  historic  events 
and  movements  in  industry,  politics,  religion,  etc.,  and  the  third  thru  the  two 
kinds  of  material  just  named  and  the  imitation  in  school  of  elections,  trials, 
councils,  legislatures,  congresses,  etc." 

Much  the  same  idea  stated  in  other  words  would  be — (1)  history  and  civics 
divide  with  literature  the  claim  of  being  the  chief  studies  that  contribute  to 
moral  training;  (2)  aside  from  their  value  in  moral  training  history  and  civics 
get  their  chief  claim  to  recognition  in  the  preparation  they  can  give  for  patri- 
otic citizenship  and  for  life  as  a  member  of  the  various  social  groups  to  which 
the  pupil  will  later  belong;  (3)  these  subjects  are  valuable  not  alone  in  pro- 
portion to  the  knoiDleclge  they  bring,  but  very  largely  in  proportion  to  the  inter- 
est they  arouse  in  the  pupil  in  the  local  and  national  social  and  civic  life  and 
the  desire  to  see  these  conditions  bettered. 

One  of  the  great  problems  in  history  is  to  secure  this  interest.  The  diffi- 
culty arises  largely  from  the  fact  that  history  often  is  not  taken  up  until  the 
sixth  or  ^seventh  grade  and  no  foundation  has  been  laid  before  that — the  child 
has  no  "apperceptive  mass"  of  historical  materials  to  aid  him  in  understanding 
or  being  interested  in  the  subject.  The  natural  remedy  for  this  is  the  intro- 
duction of  historical  stories,  poems,  and  anecdotes  into  the  earlier  work  of  the 
school.  Another  difficulty  has  been  sometimes  that  these  subjects  have  seemed 
to  many  pupils  an  unreal  something  away  off  in  the  past  or  away  off  in  Bis- 
marck or  Washington;  there  has  been  no  realization  oftentimes  that  history 
deals  with  what  some  people  actually  did,  why  they  did  it,  and  how  it  resulted 
to  them  and  to  us;  or  that  the  material  of  civics  is  in  actual  opoiation  all 
around  us. 

Again,  the  pupil's  need  of  knowledge  about  the  people  and  institutions 
around  him  is  not  wholly  met  by  history  and  civics.  The  school  director,  the 
constable,  the  justice  of  the  peace,  are  not  the  only  functionaries  he  needs 
to  think  about;  there  are  the  blacksmith,  the  carpenter,  the  mail  carrier,  the 
merchant,  the  preacher,  the  teacher,  etc.,  etc.,  and  it  is  just  as  iriiportant  to  a 

115 


COURSE  OF  STUDY 


person's  happiness  and  well  being  that  he  have  thought  about  his  relations  lo 
tnese  as  that  he  understand  the  governmental  past  and  present.  Back  of  all 
these  illustrations  of  division  of  labor  and  the  interdependence  of  society  aro 
the  illustrations  of  them  already  somewhat  familiar  to  the  child  in  the  homo. 
A  study  of  these  relations  in  the  home  will  then  be  at  natural  starting  point,  a 
basis  for  a  wider  understanding  of  them  in  society  at  large,  at  the  same  time 
that  talking  them  over  in  school,  thinking  about  them,  may  help  the  pupil  to 
realize  better  his  place  in  the  home  and  his  share  in  its  life. 

And  it  is  just  here  in  connection  with  these  social  studies  that  we  find  an 
excellent  opportunity  to  teach  practical  morality.  History  as  a  teacher  of  morals 
has  this  criticism,  that  most  of  its  moral  situations  are  quite  unusual  as  com- 
pared with  the  life  of  the  pupil  or  citizen.  The  moral  judgments  they  arouse 
are  therefore  largely  inapplicable — at  le:;st  he  fails  to  see  their  application — to 
his  everyday  acts.  But  discussion  about  one's  relations  to  members  of  the 
household,  local  officials,  tradespople,  the  school,  the  society  of  the  neighborhood, 
etc.,  etc.,  come  right  home  to  his  everyday  life,  and  set  him  to  thinking,  to 
forming  ideals  that  have  some  hope  of  exercises  before  they  are  forgottn.  In 
this  Course  are  therefore  suggested  several  lessons  of  this  character, 

HISTORY    IN    THE    GRADES 

The  lower  grade  history  consists  of — 

Stories  told  or  read  to  the  pupils  and  reproduced  by  them. 
Celebration  of  the  holidays. 
Stories  of  Indian  life  and  customs. 
Simple  social  studies. 
It  is  expected  that  the  first  three  grades  will  recite  together  in  history  and 
that  in  the  months  in  which  they  are  studying  physiology  they  will  recite  in 
history  once  a  week  and  in  the  remainder  of  the  year  they  will  recite  in  history 
twice  a  week. 


STORIES 

To  the  pupil  the  work  in  history  will  not  seem  to  be  essentially  different 
from  that  in  reading  or  language;  the  teacher  will  realize  tho  that  as  the  pupil 
Is  gaining  in  ability  to  remember  and  to  retell,  and  to  keep  organized  as  he 
retells,  the  stories  of  The  Ugly  Duckling,  Red  Riding  Hood,  The  Three  Bears, 
and  similar  stories,  he  is  at  the  same  time  gaining  in  power  to  remember, 
organize  and  retell  historical  stories.  This  becomes  increasingly  true  as  longer 
stories  are  told  and  reproduced,  as  The  Golden  Touch,  The  Miraculous  Pitcher, 
The  Golden  Fleece,  and  too,  these  stories  will  sometimes  be  found  to  have  num- 
erous historical  associations.  The  strictly  American  history  stories  used  in 
these  grades  will  be  mainly  those  that  are  given  in  connection  with  the  cele- 
bration of  the  holidays,  tho  it  will  occasionally  happen  that  the  teacher  will 
find  occasion  to  tell  in  the  lower  grades  one  of  the  biographical  stories  suggested 
for  the  intermediate  grades.  (While  both  "fairy  tales"  and  history  stories  are 
used,  the  teacher  should  distinguish  between  them  in  presenting  them.) 

116 


HISTORY,   CIVICS  AND  SOCIAL  STUDY 


CELEBRATIONS. 

SOURCE  OF   MATERIAL 

The  pamphlets  of  holiday  material  sent  out  by  the  Department  of  Public 
Instruction — 

The  stories,  poems,  etc.,  found  in  the  school  readers. 
The  holiday  pages  of  the  teachers'  magazines. 
The  historical  books  in  the  library  of  the  school. 

PURPOSES  OF  THESE  CELEBRATIONS 

To  make  use  of  the  interests  and  pleasures  of  the  pupil's  home  life  (Thanks- 
giving and  Christmas)  as  a  basis  for  school  work. 

To  help  the  children  begin  to  appreciate  the  struggle  and  sacrifice  of  others 
who  have  given  us  our  nation  and  our  institutions. 

To  arouse  the  pupil's  interest  in  his  country,  his  pride  in  its  heroes,  and  his 
emulation  of  their  virtues. 

For  the  following  suggestions  for  the  celebration  of  the  various  holidays  we 
are  indebted  to  the  Wisconsin  Course  of  Study. 

THANKSGIVING THE    STORY    OF    THE    PILGRIMS 

Tell  of  the  voyage  of  the  Mayflower,  who  these  people  were,  why  they  came' 
to  America;  show  pictures  of  the  Mayflower  and  then  some  modern  vessels;  tell 
of  the/  exploration  of  Cape  Cod,  and  the  finding  of  a  suitable  place  for  the 
village;  describe  the  dress,  the  homes,  the  people  and  their  customs,  and  teli 
the  story  of  Samoset,  Squanto,  Massasoit,  Miles  Standish,  Governor  Bradford, 
Alden  and  Priscilla;  the  story  of  the  famine  and  sickness  on  the  first  winter, 
the  first  summer  and  the  first  Thanksgiving. 

References — Mcore,  Pilgrims  and  Puritans;  Longfellow,  Courtship  of  Miles 
Standish;  Colonial  Children. 

CHRISTMAS 

Besides  the  material  given  in  the  magazines  and  available  Sunday  school 
papers,  several  stories  of  the  earlier  history  of  the  Jewish  people  may  be  told, 
as  Abraham's  wanderings,  Abraham  and  Isaac,  Jacob  and  Esau,  Joseph,  Moses 
and  the  wanderings  of  the  Israelites,  Saul,  and  David.  Tell  of  the  Pastoral  life 
of  the  people  and  some  of  their  customs.  Use  Madonna  pictures  and  any  other 
pitcures  available  which  will  make  the  story  either  clearer  or  more  interesting. 

Reference — The  Bible;  Guerber's  Story  of  the  Chosen  People;  Baldwin's 
Old  Stories  of  the  East.     (Last  two  from  American  Book  Co.,  Chicago.) 

LINCOLN'S    BIRTHDAY 

Teach  the  story  of  Lincoln's  life  as  told  in  the  Primary  histories;  tell  some 
of  the  simpler  facts  about  slavery  and  possibly  some  of  the  incidents  from  Uncle 
Tom's  Cabin;  teach  the  school  to  sing  "The  Battle  Hymn  of  the  Republic;'' 
bring  out  the  two  purpcess  of  the  Civil  War,  and  show  that  a  war  begun  to  save 
the  Union  gradually  became  a  war  for  the  abolition  of  slavery  —  and  that 
Lincoln  seized  the  opportunity  as  soon  as  he  thought  it  had  come. 

References — Any  primary  history;  Blaisdell's  Stories  of  the  Civil  War. 
(Ginn  &  Co.,  Chicago.) 

117 


COURSE   OF  STUDY 


WASHINGTON  S   BIRTHDAY 

Teach  the  story  of  Washington's  life  and  show  how  he  seemed  to  be  trained 
for  the  great  work  he  was  to  do;  tell  some  incidents  that  will  show  why  the 
Revolutionary  War  was  fought — the  taxes  and  the  Boston  Tea-Party,  Boston 
Massacre;  tell  about  the  Declaration  of  Independence;  show  what  Washington's 
share  in  the  war  was,  and  also  tell  something  of  his  work  after  the  war  was 
over. 

References — Any  primary  history;  Pratt's  America's  Story,  I;  Baldwin's 
Four  Great  Americans   (American  Book  Co.) 

MEMORIAL  DAY 

Associate  this  celebration  with  the  story  of  Lincoln.  The  emphasis  now 
tho  is  on  the  Civil  War;  tell  of  the  dispute  about  slavery;  the  meaning  of 
secession;  the  call  for  troops;  some  of , the  topics  talked  over  might  be  the  army, 
the  flag,  guns,  swords,  knapsacks,  the  soldier's  life,  food,  tents,  suffering, 
wounds,  and  the  awful  loss  of  life.  Perhaps  the  story  of  the  life  of  Grant  or 
Lee  or  both  could  be  used;  bring  out  the  share  of  women  in  the  struggle. 
Above  all  show  the  debt  we  owe  to  the  old  soldier  and  the  fact  that  all  people 
should  strive  to  prevent  war  in  the  future. 

References — The  Primary  History  (story  of  Lincoln,  Grant),  Blaisdell's 
The  Civil  War  (Ginn  &  Co.) 

FOURTH  OF  JULY 

Associate  with  the  life  of  Washington.  Lay  the  emphasis  on  Independence 
and  make  use  of  the  story  of  Jefferson's  life.  Tell  how  the  Americans  got  into 
a  dispute  with  the  English  government,  the  meaning  of  independenc,  how  the 
Declaration  was  written;  tell  the  story  of  the  flag.  Here  as  on  Memorial  Day 
describe  the  life,  sufferings  and  service  of  the  soldiers.  Try  to  make  the  Fourth 
mean  something  to  your  pupils. 

Among  the  books  helpful  in  connection  with  the  celebration  of  these  holi- 
days and  elsewhere  in  lower  and  intermediate  history  are:  Southworth's 
Builders  of  Our  Country;  Mace's  Stories  of  Heroism;  Tappan's  American  Hero 
Stories;  Gordy's  American  Leaders;  Williams'  Some  Successful  Americans: 
Carrington's  Beacon  Lights  of  Patriotism. 

STORIES    OF    INDIAN    LIFE    AND    CUSTOMS 

The  purpose  here  is  not  that  the  pupil  learn  the  story  of  any  particular 
Indian  or  learn  any  particular  group  of  stories,  but  rather  that  thru  any 
material  available  to  the  teacher  she  get  the  pupil  acquainted  with  the  cus- 
toms and  manner  of  living  of  the  Indians.  It  may  be  often  more  convenient 
to  do  this  work  in  connection  with  geography  or  reading;  it  may  often  be  the 
basis  of  a  language  lesson;  the  where  is  not  important;  the  important  thing  is 
that  somewhere  in  the  lower  grades  the  pupil  shall  gain  the  ideas  that  will 
help  him  to  understand  and  be  interested  in  the  life  of  the  pioneers.  The 
Indian's  food,  his  home,  his  means  of  travel,  his  use  of  the  land,  the  division 
of  labor  in  the  Indian  household — in  short,  how  the  Indian  solved  the  problems 
of  food,  shelter,  and  clothing. 

Sources  of  material — Starr's  American  Indians;  Sneddon's  Docas  the  Indian 
Boy  (both  published  by  D.  C.  Heath  &  Co.,  Chicago) ;  Pratt's  Far  East  and  Far 
West;    Red   Children;    primary  histories;    Hiawatha;    Judd's  Wigwam   Stories. 


118 


HISTORY—INTERMEDIATE   GRADES 


INTERMEDIATE   GRADES 

It  is  expected  that  after  physiology  is  dropped  the  fourth  and  fifth  grades 
will  continue  to  recite  together  in  this  period  but  that  the  time  hereafter  shall 
be  given  to  history  and  spelling — probably  not  alternating  every  day,  but 
dividing  the  recitations  about '  equally   in   number   between   the  two   subjects. 

Intermediate  history  will  be  a  continuation  of  that  of  the  primary  grades; 
the  studies  will  be  longer,  there  will  be  more  written  work  required  in  the  pre- 
paration of  the  lessons,  there  will  be  more  practic  in  outlinng  and  organizing 
them,  and  the  stories  will  be  more  of  strictly  historical  nature.  In  place  of  the 
Indian  stories  of  the  primary,  these  grades  will  emphasize  stories  of  colonial 
and  pioneer  life.  The  intermediate  grades  will  of  course  have  a  large  share  in 
the  programs  celebrating  the  various  holidays. 

It  is  p-uggested  that  the  stories  told  be  grouped  so  as  to  bring  out  the  var- 
ious types  of  people;  as  the  French  explorer,  the  Spanish  explorer.  The  Puritan, 
The  Dutch,  The  Quaker,  The  Cavalier,  The  Southern  Plantation  Owner,  The 
Pioneer  Scout,  The  Pioneer  Settler,  The  Rancher,  The  Prospector  or  Forty- 
ISiner,  etc. 

Books  helpful  in  the  U.  S.  history  taught  in  the  intermediate  grades  can 
be  found  listed  in  the  catalogues  of  any  of  the  school  book  companies.  Among 
them  are:  Gordy's  Colonial  Days  and  Gordy's  American  Explorers,  Scribner's 
Sons,  Chicago;  Every  Day  Life  in  the  Colonies,  and  Days  and  Deeds  a  Hundred 
Years  Ago,  Heath  &  Co.;  Discovery  of  the  Old  Northwest,  American  Book  Co. 

In  presenting  pioneer  days  the  teacher  will  find  helpful  such  books  as,  In- 
dians and  Pioneers,  and  Mowry's  American  Pioneers,  Silver,  Burdett  &  Co.; 
McMurry's  Pioneers  of  the  Missippi  Valley,  and  Pioneers  of  the  West,  The 
Macmillan  Co.;  Baldwin's  Conquest  of  the  Old  Northwest,  American  Book  Co.; 
Hitchcock's  Louisiana  Purchase,  Ginn  &  Co. 

The  world  was  not  created  in  1492,  nor  did  the  influences  that  have  made 
American  life  begin  abruptly  at  that  date.  Teachers  are  coming  to  feel  that 
somewhere  in  the  grades,  before  the  final  systematic  study  of  American  history 
in  the  seventh  and  eighth  grades,  the  pupil  should  gain  some  acquaintance 
with  the  world's  advance  before  1492,  Of  course  the  pupil  in  these  grades  is 
not  expected  to  get  a  systematic  knowledge  of  institutions;  the  most  to  be 
striven  for  is  that  he  hear,  and  reproduce  in  part,  sometimes  orally  and  occas- 
ionally in  writing,  the  stories  of  persons  and  incidents  typical  of  those  earlier 
times.  The  following  list  of  stories  was  suggested  by  the  Committee  of  Seven. 
Confucius,  Nebuchadnezzar,  Jason,  Theseus,  Hercules,  Olympic  Games,  Croesus, 
Marathon,  Alexander,  Romulus,  Hannibal,  Caesar,  Nero,  Attila,  Mohammed, 
Charlemagne,  Vasco  da  Gama,  William  the  Silent,  Gustavus  Adolphus,  Peter 
the  Great,  Michael  Angelo,  Leonardo  da  Vinci,  French  Revolution,  Napoleon, 
Kossuth,  etc. 

Some  teachers  will  like  to  use  together  with  some  such  list  as  the  above 
stories  of  the  Aryan  Boy,  the  Spartan  Boy,  the  Athenian  Boy,  the  Roman  B07, 
etc.;  others  will  go  to  literature  for  part  of  their  material  and  will  use  the  Story 
of  the  Iliad,  Adventures  of  Ulysses,  Story  of  Aeneas,  Tales  of  King  Arthur,  stories 
of  the  Crusades  and  the  tournaments  as  seen  in  Scott's  Ivanhoe  and  Talisman, 
etc.     There  will  of  course  not  be  time  to  use  all  the  material  we  have  "sug- 

119 


COURSE  OF  STUDY 


gested;  what  can  be  presented  in  a  given  case  will  be  determined  by  tha 
'amount  of  time  given,  the  teacher's  acquaintance  with  the  stories,  the  mater- 
ial available  in  the  teacher's  and  school  libraries. 

Some  books  which  will  be  found  helpful  are:  Andrews'  Ten  Boys,  pub- 
lished by  Ginn  &  Co.;  the  "Famous  Men"  series  of  four  books,  Greece,  Ronii^ 
Middle  Ages,  Modern  Times,  American  Book  Co.;  Tales  of  the  Round  Table, 
Longmans,  Green  &  Co.;  Kemp's  History  for  Graded  Schools,  Ginn  &  Co.;  Book 
of  Golden  Deeds;  Warren's  Stories  from  English  History,  Heath  &  Co. 

In  general  it  is  expected  that  the  schools  that  use  these  stories  will  use 
them  in  alternate  years— the  fourth  and  fifth  grades  together  taking  up  Ameri- 
can history  stories  one  year,  and  Old  World  stories  the  next.  In  that  case 
the  sixth  year  would  take  some  elementary  history,  mainly  a  collection  of 
biographies  of  historical  characters,  using  it  as  a  text  for  a  history  period 
if  the  program  permits,  otherwise  using  it  a  part  of  each  month  as  a  reader 
or  sometimes  as  a  basis  of  language  lessons.  In  other  schools,  especially  vil- 
lage or  city  schools,  it  will  be  better  to  use  American  history  stories  regularly 
in  the  fourth  grade  and  the  Old  World  stories  in  the  fifth  grade. 

SEVENTH    YEAR. 

The  seventh  grade  begins  the  use  of  the  grammar  grade  text  in  United 
States  History.  It  covers  the  periods  of  discovery  and  colonization,  the  strug- 
gle between  the  French  and  English,  the  Revolution,  and  gives  three  months 
to  a  study  of  the  Critical  Period  and  the  Constiution  itself.  Those  familiar 
with  the  former  Course  will  note  some  changes  but  will  recognize  that  the 
work  here  laid  out  for  the  seventh  grade  is  substantially  as  in  the  precedinj; 
Course. 

We  are  coming  to  understand  that  geographical  conditions,  waterways,  val- 
leys, passes,  mountains,  physical  and  industrial  conditions,  have  had  a  shari 
in  shaping  American  history,  far  greater  than  has  generally  been  recognized. 
The  list  of  books  for  the  State  Teachers'  Reading  Circle  a  few  years  ago  con- 
tained Semple's  American  History  and  its  Geographical  Conditions,  Houghton, 
Miffilin  &  Co.  Other  books  designed  to  bring  out  the  relation  of  geography  to 
history  are:  Brigham's  From  Trail  to  Railway  thro  the  Appalachians,  50c,  and 
Brigham's  Geographic  Influences  in  American  History,  $1.25,  both  by  Ginn  ^' 
Co;  The  Redway  School  History,  Silver,  Burdett  &  Co.  $1.00;  another  book  em- 
phasizing industrial  history  rather  than  the  more  purely  geographical  is 
Coman's  Industrial  History  (Macmillan  Co.)  tho  this  is  a  book  for  the  teacher 
rather  than  for  the  grade  pupil;  all  the  newer  histories  are  placing  more  em- 
phasis on  these  phases  of  our  history  and  teachers  should  get  in  line  with  the 
movement. 

For  some  time  too  histories  have  been  placing  more  emphasis  on  the  actual 
living  conditions,  customs,  and  ways  of  doing  things  than  was  once  the  case; 
to  help  teachers  in  this  the  Course  has  mentioned  for  the  lower  grades  several 
books  along  these  lines.  Other  books  to  .the  same  end  are:  Hart  Sourcj 
Readers,  four  books.  Colonial  Children,  Camps  and  Firesides  of  the  Reovlution. 
How  our  Grandfathers  Lived,  Romance  of  the  Civil  War  (Macmillan  Co.,  40e 
to  60c);  Gordy's  Colonial  Days  (Scribners,  50c);  Lads  and  Lassies  of  Other 
Days  (Silver,  Burdett  &  Co.,  54c). 

120 


HISTORY— SEVENTH    YEAR 


FIRST  MONTH. 
Early  Explorations. 

Conditions  in  Europe.  The  Crusades.  Trade  with  the  East.  Revival  oi 
Learning  and  increased  interest  in  geographical  knowledge.  Portugal's  part. 
Early  explorations  of  the  Northmen.  Study  briefly  the  location  of  the  different 
groups  of  Indians  and  their  habits  and  customs. 

Spanish  Explorations.     1492 — 15G5. 

Location:  Southern  North  America,  Central  and  South  America.  Discuss 
briefly  the  work  of  Columbus,  Vesjpucius,  Balboa,  Magellan,  Cortez,  Pizarro,  De 
Soto.  Shov"  that  with  few  exceptions  their  purpose  was  not  to  found  successful 
colonies  so  much,  as  to  fill  their  own  and- Spain's  coffers,  and  that  this  together 
with  slavery  and  the  mistreatment  of  the  Indians  made  their  colonies  weak. 
French  Explorations. 

Early  explorations  (1534-1550)  by  Cartier  along  St.  Lawrence.  Attempts 
by  the  Huguenots  to  found  a  colony  end  in  failure.  In  the  fifteenth  century 
under  Champlain,  Nicollett,  Marquette,  LaSalle  and  others  the  French  establish 
a  valid  claim  to  the  valley  of  the  Mississippi,  Ohio,  and  St.  Lawrence  rivera 
and  the  region  of  the  Great  Lakes.  Their  methods  of  colonization  not  such  as 
to  warrant  greatest  strength. 

English  Explorations. 

These  earlier  efforts  of  no  value  except  to  furnish  some  basis  for  a  claim 
to  the  Atlantic  coast  of  North  America. 

Dutch  explorations  under  Henry  Hudson  and  the  Dutch  West  India 
Company.     Settlements  at  New  Amsterdam  and  Fort  Orange.     The  patroons. 

SECOND  MONTH. 

English  Colonization.     1607 — 1732. 

The  Plymouth  and  London  Companies.  Their  grants.  The  religious, 
social  and  political  conditions  in  England  that  furnish  a  motive  for  colonization. 

1.     The  New  England  Colonies.  "^ 

Massachusetts.  Plymouth  colony.  The  Pilgrims,  the  Mayflower  Compact, 
the  character  of  the  colonists;  union  with  Massachusetts  Bay  in  1G91. 

Massachusetts  Bay  Colony.  The  Puritans  and  their  character.  The  early 
settlements.  Charter  transferred  to  New  England.  Self  government;  relations 
of  church  and  state. 

IsleiD  Hampshire  and  Maine  briefly  treated  as  out  growths  of  Massachu- 
setts; the  first  independent  in  1679  but  the  second  a  part  of  Massachusetts  until 
in  1820. 

Rhode  Island.  Troubles  with  dissenters  in  Massachusetts  and  Williams' 
founding  of  the  colony  at  Providence.  Another  group  of  dissenters  under  Mrs. 
Hutchinson  found  a  colony.  Williams  secures  a  charter  for  the  combined 
colonies. 

Connecticut.  Settlements  at  Saybrooke  and  New  Haven  on  account  of 
rivalry  with  the  Dutch.  Troubles  over  state  and  church  in  Massachusetts  and 
the  founding  of  Hartford;  constitution  of  1639. 

121 


COURSE  OF  STUDY 


l^iEw  England  Confedercy,  1643 — 84. 

Purposes.     King  Phillip's  War.     Governor  Andros.     Pinal  charter — 169]. 

III.  Middle  Colonies. 

l<f€w  York.  Early  Dutch  settlements,  the  dissatisfaction  with  the  rule  of 
the  Dutch  governors,  the  surrender  to  the  English,  1664.  Andros  in  New 
York.  Dutch  spirit  of  conservatism  predominant.  Read  Rip  Van  WinMe  ani 
some  of  Knickerbocker's  History,  and  get  acquainted  with  the  Dutch  character. 

THIRD  MONTH. 

Pennsylvania.  Penn's  grant.  The  Quakers  and  their  beliefs.  The  frame 
of  government.  Treaty  with  the  Indians.  Early  settlements  in  New  Jersey 
and  Delaware  and  their  acquisition  by  the  Quakers  Delaware  a  separate 
colony,  1713. 

III.   Southern  Colonies. 

Virginia.  London  Company.  Colony  at  Jamestown  and  the  work  of  John 
Smith.  New  ch9rter  in  1609.  Events  of  1619.  Expulsion  of  the  Puritans  and 
coming  of  the  Cavaliers  The  Great  Immigration.  Royal  colony  in  1660.  Gov- 
ernor Berkeley.    Bacon's  Rebellion.    Navigation  Laws. 

Other   Southern   Colonies   Briefly. 

Maryland.    Baltimore's  object  in  founding  the  colony.    Toleration  Act. 

The  CaroUnas.  The  grant  to  Clarendon  and  his  associates.  Northern 
portion  settled  by  Virginians  and  southern  by  colonists  sent  .out  by  the  pro- 
prietors. Grand  Model  fails.  Proprietary  government  unsatisfactory,  colony 
divided  and  each  part  a  royal  colony. 

Georgia.  Oglethorpe's  object  in  founding  the  colony.  The  grant,  1732. 
Savannah  founded.  Colony  prospers  and  defends  the  English  colonies  against 
Spain.    Becomes  a  royal  colony. 

FOURTH  MONTH. 

Struggle  for  Supremacy  between  England  and  France. 

I.  Minor  Colonial  Wars,  1689 — 1748,  Briefly  Treated. 
General  cause,  the  hatred  of  French  and  English,  their  religious  rivalry, 
and  their  struggle  for  trade  and  territory;  the  immediate  occasion  of  each 
outbreak  was  some  European  war.  Contrast  the  French  and  English  methods 
of  colonization.  Note  that  the  fighting  is  mainly  of  the  Indian  style  of  war- 
fare; have  a  vivid  description  of  the  destruction  of  some  one  village  by  a  night 
attack.    IS'ote  the  capture  of  Louisburg  by  the  colonists.    English  secure  Acadia. 

II.    French  and  Indian  War. 

Same  general  causes  as  the  other  wars,  but  the  immediate  occasion  of  this 
war  on  this  side  of  the  ocean  in  the  conflicting  claims  to  the  Ohio  valley. 
Washington's  journey  and  its  result.  Albany  Convention,  why  -important. 
Note  the  chief  points  the  English  wished  to  capture  and  why  each  was   im- 

122 


HISTORY— SEVENTH    YEAR 


portant.     General  French  success  up  to  1757.     Pitt  as  prime  minister;   English 
successes,  1758,  1759,  1760.     Treaty  of  Paris.     Results  of  the  war  in  territory 
institutions  ,and  in  preparing  for  the  Revolution. 
Condition  of  the  Colonies,  1760. 

Growth  in  population. 

Resources,  trade,  manufacture. 

Customs  of  the  people — differences  in  social  and  religious  matters. 

Political  ideas.  Forms  of  colonial  government.  Colonial  assemblies;  their 
attitude  toward  the  governors.    Notions  of  the  people  regarding  taxation. 

Growth  of  the  feeling  of  unity. 

FIFTH  MONTH. 
Revolutionary   Period,   1760 — 1783. 

England's  attempt  to  enfore  the  Acts  of  Trade  and  navigation;  Writs  of 
Assistance;  Otis'  speech. 

The  Parsons'  Cause;  Henry's  defense  of  the  rights  of  the  colonial  assem- 
blies. 

Parliament's  attempt  to  tax  the  colonies — The  Stamp  Act,  Declaration  of 
Rights;  New  Taxes  and  their  repeal  except  the  tax  on  tea;  Boston  Tea  Party 
and  the  Five  Intolerable  Acts. 

Immediate  occasion  of  the  War — the  sending  of  the  expedition  to  Concord. 

War  in   1775   and   1776. 
Lexiton  and  Concord.    Second  Continental  Congress;  appointment  of  Wash- 
ington as  commander-in-chief.    Bunker  Hill.     British  are  forced  out  of  Bostoa. 
Erglish  fail  in  an  attack  en  the  South  and  we  fail  in  an  attack  on  Quebec. 

British  invest  New  York,  but  find  Washington  there  to  defend  it.     DecHra- 

ticn  of  Independence   (Give  considerable  attention  to  this  topic).     Howe  wins 

he  battle  of  Long  Island:   Washington  retreats  across  New  Jersey  and  across 

'  e  Delaware  into  Pennsylvania:   then  suddenly  turns  and  wins  the  battles  of 

ronton  end  Princeton. 

SIXTH  MONTH. 

Organiz  tion  of  the  colonies  into  states  and  formation  of  the  Confederation. 

Burgcyne's  expedition;  its  purpose,  the  failure  of  St.  Leger,  Bennington, 
Saratoga,  and  Burgoyne's  surrender.     Effects. 

Howe's  campaign  against  Philadelphia.     Plots  against  Washington. 

George  Rogers  Clark  gets  control  of  Northwest  for  us;  here  as  elsewhere  in 
the  s'udy  cf  the  war  use  maps  freely;  note  location  of  more  import-^nt  British 
posts;  attitude  of  the  French;  what  Clark's  campaign  meant  at  the  close  of  the 
war. 

The  French  alliance;  the  hatred  of  England;  work  of  Franklin  and  La- 
Fayette;  British  retreat  from  Philadelphia;   other  nations  lend  us  aid. 

War  in  the  South;  Savannah  and  Charleston  taken;  Gates  defeated;  work 
cf  Marion,  Sumter,  Pickens;   Greene  sent  south;   British  driven  out. 

Why  Cornwallis  was  at  Yorktown;  Washington's  plan  and  how  he  hood- 
winked Clinton;  aid  of  the  French;  surrender  of  Cornwallis;  this  ends  the  wyr 
so  far  as  we  are  concerned,  tho  British  continue  to  hold  New  York  and  some 
other  points  until  the  treaty  of  peace. 

123 


COURSE  OF  STUDY 


SEVENTH  MONTH. 

Treaty  of  peace.  Franklin,  Jay,  and  John  Adams  as  commissioners;  terms 
of  treaty  as  to  independence,  boundaries,  surrender  of  posts,  and  loyalists. 

Land  claims  of  the  different  colonies,  disputes,  and  grant  of  claims  to  the 
central  government;  Ordinance  of  1787. 

Weakness  of  the  Government;  troubles  with  England  over  the  Western 
posts,  loyalists,  and  trade  with  her  and  her  West  Indian  colonies;  trade  dis- 
putes between  the  various  colonies;  paper  money  troubles;  Shay's  Rebellion; 
debts  to  pay  and  no  money  to  pay  even  the  interest.  Constitutional  Conven- 
tion. How  it  came  to  be  called;  its  leaders;  abandoning  of  the  Articles  of 
Confederation  altogether;  the  three  chief  compromises;  the  struggle  over  the 
ratification,  the  work  of  Hamilton  and  the  Federalist,  and  the  reasons  why 
some  prominent  men  opposed  the  Constitution.  Struggle  ended  with  the  ratifi- 
cation by  New  Hampshire  as  the  ninth  state,  June,  1788;  election  how  called 
and  result. 

EIGHTH  AND  NINTH  MONTHS. 

Eighth  and  ninth  months  are  spent  in  study  of  the  newly  adopted  Constitu 
tion  by  the  outline  given  below.  Fiske's  Critical  Period,  Boyle's  Civil  Govern- 
ment, Ship  of  State  (a  statement  by  several  U.  S.  officials  of  the  actual  work 
they  have  to  do),  Appleton's  Uncle  Sam's  Secrets,  any  Civics  text,  will  be  found 
helpful.  The  history  text  will  not  be  found  of  much  direct  help,  but  will  fur- 
nish illustrations  which  will  make  clearer  the  meaning  of  the  outline;  e.  g., 
the  statement  that  Congress  can  impeach  U.  S.  officers  will  mean  more  if  the 
pupil  reads  of  the  impeachment  of  Pres.  Johnson;  Congress  may  pass  tariff 
measures — ^let  the  pupils  look  up  the  tariff  measures  of  Hamilton  and  then  note 
that  the  McKinley  Act  and  the  Payne-Aldrich  tariffs  are  recent  illustrations  of 
the  same  power;  President  appoints  certain  officers — refer  the  class  to  pages  in 
the  text  where  they  are  told  of  various  appointments,  etc.  Aim  not  so  mucli 
at  a  systematic  knowledge  of  all  the  chief  facts,  as  to  interest  the  pupils  in  the 
way  we  are  governed  and  help  them  to  see  what  government  is  doing  for  us 
now;  hardly  a  newspaper  or  magazine  but  will  give  some  help  and  many 
of  them  will  be  largely  of  material  interesting  and  instructive  regarding 
govern  mental  and  social  institutions  around  us. 

1.  Provisions  of  the  Constitution:  Articles  1,  2  and  3:  form  of  govern- 
ment. Article  4:  relations  between  states  and  United  States.  Article  5; 
method  of  amendment.  Article  6:  minor  provisions.  Article  7:  ratification. 
Amendments  1  to  10,  inclusive  form  of  Bill  of  Rights  Amendment  11  limits 
powers  of  United  States  Courts.  Amendment  12,  provides  for  present  method 
of  electing  president  and  vice  president.  Amendment  13,  abolishes  slavery. 
Amendment  14,  gives  negroes  rights  of  citizens  and  readjusts  representation, 
etc.  Amendment  15,  gives  negroes  right  of  suffrage.  Amendment  16  and  17, 
authorizing  direct  popular  election  of  U.  S.  Senators,  and  authorizing  Congress 
to  levy  an  income  tax 

2.  Departments  of  Government:  I.  Legislative.  *  II.  Executive.  III.  Judi- 
cial. 

I.  Legislative  powers  vested  in  congress.  Congress  consists  of  two  houses: 
(a)  House  of  Rrepresentatives.     (b)   Senate. 

(a)     House  of  Representatives.    Number  determined  by  population.  Elected 


124 


HISTORY— SEVENTH    YEAR 


for  two  years  by  people,  usually  from  districts.  Qualifications:  25  years  of  age, 
seven  years  a  citizen  and  an  inhabitant  of  the  state  from  which  he  is  chosen. 
Officers:  Speaker  (chosen  by  members),  clerks,  sergeant-at-arms,  chaplain,  etc. 
Salary:  $7,500  per  year.  Special  powers:  Impeach  federal  officers,  present  bills 
of  revenue. 

(b)  Senate.  Two  members  from  each  state.  Term:  6  years.  Qualifica- 
tions: 30  years  of  age,  nine  years  a  citizen  of  the  United  States,  and  an  in- 
habitant of  the  state  from  which  he  is  elected.  Oflicers:  Vice  president  pre- 
sides. In  his  absence  president  pro  tern  elected  by  the  senate  from  its  members. 
Secretary,  sergeant-at-arms,  chaplain,  etc.  Salary:  $7,500  per  year.  Speciil 
powers:  Try  impeachments,  ratify  treaties,  confirm  appointments  of  the  presi- 
dent.   Note  amendment  allowing  election  of  senators  this  primary  election. 

(c)  General  provision  relative  to  Congress  Meetings,  every  year,  first 
Monday  in  December.  Sessions  of  Congress  are  ordinarily  two,  long  and 
short.  Long  session  begins  December  of  odd  number  of  years.  Short  session 
December  of  even  number  of  years.  Quorum  to  do  business  must  be  a  majority. 
Each  house  judge  of  its  own  members.  Makes  rules  for  procedure.  Must  keep 
a  journal.  No  adjournment  by  either  house  for  more  than  three  days  without 
the  consent  of  the  other  and  to  no  other  place.  Special  sessions  may  be  called 
by  the  president  at  any  time. 

(d)  Powers  of  Congress.  Eighteen  general  powers  enumerated  in  Sectio.i 
8  of  Article  I.  Section  9  of  Article  I.  enumerates  powers  that  are  denied  to 
Congress. 

II.     Executive  Department:    (a)   President,   (b)   Cabinet. 

(a)  President.  Elected  by  presidential  electors  chosen  in  the  various 
states.  (Look  up  the  method  more  in  detail.)  Term:  four  years.  Qualifica- 
tions: 35  years  of  age,  natural  born  citizen,  14  years  resident  of  the  United 
States.  Salary:  $75,000  per  year.  Powers:  Commander-in-chief  of  army  and 
navy,  grants  pardons  and  reprieves,  appoints  ambassadors,  ministers,  judges 
and  officers  not  otherwise  provided  for  by  law.  Duties:  sends  message  to  Con- 
gress, calls  extra  session  of  Congress,  receives  ambassadors,  adjourns  Congress 
in  case  of  disagreement,  executes  laws. 

(b)  Cabinet.  Basis  for  this  is  found  in  Section  2,  Article  2,  wherein  it 
says:  "He  (the  president)  may  require  the  opinion  in  writing  of  the  principal 
officer  in  each  of  the  executive  departments,  etc."  These  departments  have  been 
organized  by  congress  from  time  to  time  since  1789.  Departments  now  in 
existence  in  order  of  rank  are:.  State,  Treasury,  War,  Justice,  Post  Office,  Navy, 
Interior,  Agriculture,  Commerce  and  Labor.  Each  presided  over  by  a  chief 
called  a  secretary  except  in  the  case  of  the  department  of  Justice  and  the  Post 
Office  department,  over  which  preside  respectively  the  Attorney  General  and  the 
Postmaster  General.  Heads  of  these  departments  are  appointed  by  the  presi- 
dent; term,  four  years  or  during  the  president's  pleasure.  Salary:  $12,000  per 
year. 

Duties:  To  carry  out  the  president's  policy  in  the  respective  departments. 
Functions  of  the  various  departments  in  brief  are: 

125 


COURSE  OF  STUDY 


1.     Department  of  State  deals  with  out  relations  with  foreign  nations. 
*      2.     Department   of  Treasury  controls   the   public   debt,   collection  and    dis- 
bursement of  public  revenues  and  coinage  of  money. 

3.  Department  of  War  controls  and  directs  the  army. 

4.  Department  of  Justice  furnishes  legal  advise,  directs  action  of  United 
States  marshals  and  attorneys. 

5.  Department  of  Post  Office  directs  the  operation  of  the  postal  system. 

6.  Department  of  Navy  controls  and  directs  the  navy. 

7.  Department  of  Interior  controls  bureaus  of  public  lands,  pensions,  In- 
dians, census,  and  education 

8.  Department  of  Agriculture  directs  all  investigation  for  promotion  of 
agriculture,  controls  weather  bureau. 

9.  Department  of  Commerce  controls  commercial  relations. 
10.  .  Department  of  Labor  controls  industrial  affairs. 

Note.  The  work  of  these  departments  should  be  looked  up  in  detail  by  ad- 
vanced pupils  and  books  of  reference  should  be  provided  for  them. 

(c)  Vancancy  in  the  presidency:  Filled  by  vice  president.  In  case  of 
death  or  resignation  of  both  president  and  vice  president  the  succession  is  now, 
provided  for  through  the  cabinet  members  in  the  following  order  of  rank  ex- 
cept that  Secretaries  of  Agriculture,  Commerce  and  Labor  have  not  yet  been 
included  in  the  succession. 

III.     Judicial  Department. 

(a)  Vested  in:  1.  Supreme  Court.  2.  Circuit  Court  of  Appeals.  3,  Circuit 
Court.  4.  District  Court.  5.  Special  Courts,  i.  e.,  Certain  territorial  courts  and 
various  courts  of  claims. 

(b)  Supreme  court  created  by  constitution  and  organized  by  congress,  all 
other  courts  created  and  organized  by  Congress. 

(c)  All  judges  of  United  States  courts  appointed  by  the  president  for  life 
or  during  good  behavior. 

(d)  Courts  in  some  detail. 

1.  Supreme  Court.  One.  Organized  1789.  One  chief  justice  and  eight  as- 
sociate justices.     Jurisdiction  largely  appellate  and  final. 

2.  Circuit  Courts  of  Appeal.  Organized  1891.  Nine  in  number,  one  for 
each  circuit,  composed  of  three  judges.     Jurisdiction  entirely  appellate 

3.  Circuit  Courts  organized  1789.  Nine  circuits.  At  least  two  circuit 
judges  in  each  circuit  Each  district  judge  can  also  hold  court.  Jurisdiction, 
prinicpally  over  civil  cases  arising  under  the  provisions  of  the  constitution  and 
statutes  of  the  United  States. 

4.  District  Courts  organized  1789.  One  at  least  in  each  state.  Some  states 
have  three  or  four  district  courts  Generally  one  judge  for  each  district.  Juris- 
diction principally  criminal  cases  arising  from  violation  of  the  laws  of  the 
United  States. 

Note.  The  detailed  statement  of  the  jurisdiction  of  the  United  States 
courts  is  altogether  too  complicated  to  attempt  here  and  we  state  it  only  in  n 
general  way.. 

126 


HISTORY— EIGHTH  YEAR 


EIGHTH  YEAR. 

This  year's  work  deals  with  the  Constitutional  period.  It  is  not  expected 
that  all  the  details  given  in  any  grammar  grade  history  are  to  be  learned  or 
that  all  the  "Important  Events"  given  by  any  history  are  even  to  be  studiei. 
The  course  is  not  laid  out  in  administrations  tho  the  pupils  should  learn  the 
names  of  the  presidents  in  order  and  how  many  terms  each  served;  and  who 
was  president  should  be  frequently  brought  to  the  pupil's  attention  as  one 
means  of  locating  the  event  in  its  proper  place.  The  main  thing  is  to  follow 
thru  a  series  of  related  events,  see  how  they  came  about,  how  they  were  re- 
lated to  each  other,  and  the  results  of  them  all.  The  teacher  will  undoubtedly 
find  some  events  he  wishes  to  present  in  addition  to  those  mentioned  in  the 
course;  this  to  a  limited  extent  the  Committee  approves.  On  the  other  hand 
grade  history  is  not  designed  to  be  a  compendium  of  all  the  events  that  have 
attracted  national  attention.  Aim  to  help  the  pupil  to  understand  clearly  the 
chain  of  great  movements  that  have  led  to  the  present,  how  they  came  about, 
and  what  they  mean  to  us. 

In  the  eighth  grade  the  pupils  are  able  and  should  be  expected  to  do  more 
than  before  in  general  reading,  to  look  up  references  to  other  texts  and  oc- 
casionally to  make  special  reports  of  three  to  five  minutes  in  length.  Of  courye 
this  outside  work  should  not  be  made  burdensome  nor  should  it  go  to  the  ex- 
tent of  breaking  up  the  organization  of  the  work;  the  Committee  too  realizes 
the  limitations  of  rural  school  libraries.  However  it  would  seem  that  every 
class  should  have  access  to  and  be  taught  to  use  at  least  one  grammar  grade 
history  in  addition  to  their  text,  and  also  several  books  similar  to  those  named 
for  use  in  the  intermediate  grades.  Is  it  too  much  too  ask  that  each  teacher 
have  for  her  own  use  one  history  of  high  school  grade  to  the  end  that  her  out- 
look upon  causes  and  relations  be  a  little  wider  than  that  expected  of  her 
pupils? 

FIRST  MONTH. 

Spend  a  day  or  two  in  a  glance  at  preceding  periods,  and  a  few  days  in  a 
study  of  the  general  outlines  of  the  new  government. 

Notice  the  occupations,  customs,  waj^s  of  living,  travel,  etc.,  of  the  time. 

Organizing  the  new  government,  the  cabinet,  problems,  Hamilton's  finau- 
cial  plans,  rise  of  political  parties.  Whiskey  Rebellion  and  its  results  and  meau- 
ing. 

Let  the  teacher  spend  a  period  in  telling  the  pupils  about  the  French 
Revolution  and  the  wars  it  resulted  in;  then  let  the  class  go  to  the  histories 
and  discover  the  sympathies  of  the  American  people,  conduct  of  Genet,  Jay's 
Treaty  and  its  reception  by  the  people;  attempted  neutrality,  XYZ  papers, 
fighting  with  French  ships,  Alien  and  Sedition  laws;  and  Kentucky  and  Vii- 
ginia  resolutions. 

The  election  of  Jefferson  and  its  meaning;  appointment  of  Marshall — why 
an  important  event;  new  method  of  electing  a  president. 

Purchase  of  Louisiana,  its  earlier  history,  why  they  sold  it  and  why  wi 
wanted  it;  terms,  Lewis  and  Clark's  expedition;  the  Western  fur  trade. 

127 


COURSE   OF  STUDY 


secgind  month. 

*  Let  the  teacher  tell  briefly  the  story  of  Napoleon's  contest  with  Englani 
over  commerce;  then  pupils  in  the  history  find  how  it  affected  us;  our  Embargj 
and  Non-Intercourse  acts;  and  how  these  troubles  and  others  bring  on  the  War 
of  1812. 

Causes  of  the  War  of  1812;  failure  of  our  attempts  to  invade  Canada; 
struggle  about  Lalie  Erie — attitude  of  the  Indians,  Harrison's  victories  and 
Perry's  victory;  our  victories  on  the  ocean;  unpopularity  of  the  War  in  New 
England;  Battle  of  New  Orleans;  Peace  and  its  terms.  Results  of  the  War  as 
to  American  seamen,  U.  S.  Bank,  and  new  tariff.  Trouble  with  Creek  and 
Seminole  Indians  during  the  War  and  afterwards;  trouble  in  Florida;  purchase 
of  Florida 

Changing  economic  and  industrial  conditions — the  Western  migration  an  • 
rise  of  states  beyond  the  Alleghanies  before  1815;  life  of  the  pioneers;  inven- 
tion of  the  steamboat;  the  Cumberland  Road;  Erie  Canal;  effect  of  all  these 
things  in  the  development  of  the  West;  rise  of  factories  in  the  North; 
plantation  life  in  the  South. 

Rise  of  the  slavery  disputes;  review  the  ordinance  of  1787;  notice  effect  of 
the  cotton-gin;  slave  trade  law  of  1808;  the  Missouri  Compromise. 

Rise  of  republics  south  of  us;  attitude  of  Europe;  Russia  in  the  Northwest, 
Monroe  Doctrine. 

Story  of  Adams'  election,  Jackson's  popularity,  the  tariff  of  abominations 
and  Jackson's  election. 

THIRD  MONTH. 

New  party  alignments — Whigs  and  Democrats;  what  each  stood  for;  intro- 
duction of  the  spoils  system.  Jackson's  election  the  triumph  of  the  West;  con- 
ventions for  nominating  presidential  candidates  first  used. 

Tariff  debates;  why  the  North  and  South  differed  on  the  tariff;  nullifica- 
tion troubles;  Webster-Hayne  debate;  Jackson's  attitude. 

Indian  troubles  briefly  touched  on  and  considered  as  part  of  the  steady 
movement  of  crowding  the  Indians  out  of  their  lands. 

Jackson's  attitude  toward  the  U.  S.  Bank;  defeat  of  charter  renewal, 
money  deposited  in  state  banks;  speculation;  specie  circular;  panic  of  183'; 
Van  Buren's  election  and  establishment  of  the  independent  treasury;  repudi  i- 
tion  of  state  debts. 

Election  of  Harrison,  a  Whig;  his  death  and  the  succession  of  Tyler  a 
Democrat;  all  the  plans  of  the  Whigs  blocked;  U.  S.  Bank  and  independent 
treasury  defeated. 

Number  of  local  troubles  like  Anti-Rent  troubles  and  Dorr's  Rebellion 
parts  of  a  movement  for  the  rights  of  the  people;  several  boundary  disputes 
settled;  Polk  elected  on  the  two  issues  of  Annexation  of  Texas  and  "Fifty-four 
Forty  or  Fight." 

FOURTH  MONTH. 

Show  how  the  Annexation  of  Texas  led  to  war  with  Mexico  with  both  sides 
sure  they  were  in  the  right;  discuss  in  one  recitation  the  campaigns  of  Taylor 
and  Scott;  in  another  the  work  of  Kearney  and  Fremont  in  winning  the  South- 
west and  the  terms  of  the  treaty;  Gadsden  Purchase. 


128 


HISTORY—EIGHTH    YEAR 


Settlement  or  the  Oregon  Boundary  Dispute. 

Rise  of  tlie  anti-slavery  party  1835-50;  Wilmont  Proviso;  California  applies 
for  admission;  fierce  debates  in  and  out  of  Congress;  Compromise  of  1850  car- 
ried by  Webster,  Clay,  and  Calhoun  against  opposition  of  Seward  and  the  young- 
er men;  its  provisions;  Fugitive  Slave  Law  objected  to  by  the  North;  Under- 
ground Railroad,  Personal  Liberty  bills,  and  Uncle  Tom's  Cabin;  Kansas- 
Nebraska  bill  and  struggle  for  Kansas. 

Development  of  North  thru  immigration  from  Europe;  the  telegraph,  ex- 
tension of  railroads,  and  stemboat  traffic  on  the  Great  Lakes  and  the  rivers; 
development  of  the  upper  Mississippi  Valley. 

Rise  of  American  literature;  names  of  principal  writers,  their  principal 
writings;  many  of  them  share  in  the  anti-slavery  movement. 

FIFTH  MONTH. 

Slavery  question   still   paramount.     Dred   Scott  Decision;    Lincoln-Douglas 
debates;  John  Brown  raid;  election  of  18G0,  platforms,  candidates,  result;  seces- 
sion,— the  facts  and  northern  and  southern  views  as  to  the   right  to  secede; 
Buchanan's  attitude;    attempts  to  compromise. 
Lincoln  and  Ms  CaMnet. 

Civil  War; — causes,  immediate  occasion;  relative  strengths  of  North  and 
South;  purpose  of  the  war  at  first  to  save  the  Union;  Confederacy  cut  off  from 
the  outside  world  by  the  blockade;  Merrimac  and  Monitor;  Trent  Affair;  Atti- 
tude of  France,  England  and  Russia.  General  plan  of  the  Union  campaign; 
failure  of  McClellan  to  capture  Richmond;  Grant's  campaign  of  1862.  Emanci- 
pation Proclamation  as  a  war  measure. 

SIXTH  MONTH. 

Rapid  survey  with  maps  in  hand  of  the  Eastern  campaign  from  Second 
Bull  Run  thru  Antietam,  Fredericksburg,  and  Chancellorsville  to  Gettysburg, 
what  Lee  was  trying  to  do  in  his  invasion. 

The  campaign  (briefly)  that  led  to  the  surrender  of  Vicksburg. 

The  story  of  Bragg  and  Buell,  and  of  Bragg  and  Rosecrans,  rapidly 
covered  with  maps  in  hand;  Chickamauga,  Seige  of  Chattanooga;  final  Union 
victory. 

The  work  of  the  navy;  the  blockade;  capture  of  New  Orleans. 

Grant  as  commander-in-chief;  the  Hammering  Campaign;  Sherman's 
March  to  the  Sea;  Thomas'  defense  of  Nashville;  closing  in  upon  Lee  and  Joh Pi- 
ston; final  surrender  of  Confederate  armies. 

Results  of  the  War,  saving  of  the  Union,  downfall  of  the  States'  Rights  doc- 
trine, abolition  of  slavery. 

Cost  of  the  War  in  lives,  property,  debt,  and  taxes;  cost  in  sectional  feel- 
ing; finances  of  the  War-bonds,  paper  money. 

Assassination  of  Lincoln;  succession  of  Johnson;  quarrel  as  to  the  propBr 
method  of  Reconstruction;  attempted  impeachment  (Do  not  try  to  have  anv 
eighth  grade  class  go  far  into  this  quarrel.) 

Other  events  of  the  time— French  forced  out  of  Mexico;  purchase  of  Alas- 
ka; Atlantic  Cable. 

129 


COURSE  OF  STUDY 


SEVENTH  MONTH. 
%        Bad   conditions  left   in   the   South  by   the  War;    negro   problem;    political 
troubles  in  the  South,  Carpet-Baggers;  KuKlux  and  Force  bills;  gradual  gvowta 
of  a   fairer  attitude   on  the   part   of  the   North;    troops  withdrawn   from   the 
South. 

Extension  of  Railroads;  opening  of  the  West;  settlement;  speculation; 
panic  of  1873. 

Paying  off  6f  national  debt;  withdrawal  of  much  paper  money  from  circula- 
tion;  resumption  of  specie  payments;   Bland-Allison  Silver  Act. 

Labor  troubles — explain  what  the  workmen  are  fighting  for  and  meaning 
of  strikes,  lockouts,  boycott,  and  blacklist;   Chinese  exclusion. 

Assassination  of  Garfield;  Civil  Service  Reform  begun. 
EIGHTH  MONTH. 

Labor  troubles  continue;  anarchists  in  Chicago,  Pullman  Car  strike.  Homo- 
stead  riots,  Coal  Strike  of  1902  (Describe  one  of  these  in  some  detail;  merel/ 
refer  to  the  others.) 

Western  development  continues;  Homestead  Act;  Tree-claims;  Mining 
developments  (See  geography  texts;  opening  of  Indian  reservations.  Four 
states  admitted  in  1889  and  several  more  later. 

Development  of  the  south — iron  and  coal  mines;  manufacturing  (See  geo- 
graphies); improved  method  of  agriculture;  advance  in  education;  industrial 
schools;   improvement  in  conditions  of  negro. 

Tariff  discussions;  meaning  of  protective  tariff  and  tariff  for  revenue  only: 
former  attitude  of  the  parties;  rapid  view  of  the  Mills,  McKinley,  Wilson,  DiUt,- 
ley  and  Payne-Aldrich  bills.    Proposed  "Tariff  Board." 

NINTH  MONTH. 

Our  new  possessions.  The  Annexation  of  Hawaii;  Spain's  misuse  of  Cuba; 
Cuban  insurrection;  Our  war  with  Spain  (briefly);  terms  of  treaty;  the  value 
of  Porto  Rico  and  the  Philippines  to  us;  what  we  have  done  and  are  doing 
for  them;  the  Panama  Canal,  its  advantages  and  the  chief  facts  about  it;  our 
Navy. 

Industrial  change.  New  machinery;  electricity  and  the  cable,  light,  tele- 
phone, street-car,  and  wireless  telegraph;  new  farm  machinery.  Mail  delivery 
in  city  and  country;  proposed  parcels'  post.  Growth  of  railroad  combinations 
and  trusts  in  all  lines  of  industry. 

Some  things  attracting  attention  now — the  Progressive  movement  in 
politics;  reforms  in  city  governments;  conservation  of  our  natural  resources, 
mines,  forests,  water-power,  waterways,  soil;  "Better  Farming  Movement";  in- 
troduction of  new  subjects  into  the  school  courses;  Woman  Suffrage;  Referen- 
dum. 


130 


SOCIAL    STUDY— INTRODUCTION 


An  Outline  of  Social  Study  for  Element 

ary  Schools 


A.     I  N  T  R  0  D  U  C  T  I  0  M". 

The  recent  developments  in  our  country  have  abundantly  shown  that  much 
of  the  abuse  which  has  arisen  in  our  political  and  industrial  affairs  has  taken 
place  because  of  the  one-sided  and  exaggerated  individualism  which  has  been 
fostered  in  our  educational  and  political  system.  Our  psychology  has  been 
individualistic  and  our  moral  precepts  and  teaching  have  been  in  the  direction 
of  viewing  the  individual  as  a  separate  agent,  alone  accountable  for  his  success 
and  without  obligation  to  the  community  which  has  really  produced  him.  The 
cure  for  the  bad  conditions  and  the  establishment  of  a  better  order  of  thin^js 
must,  in  large  part,  proceed  out  of  a  better  knowledge  on  the  part  of  individuals 
of  their  place  and  function  in  society  and  of  their  duty  to  it.  This  knowledge 
cannot  be  given  in  a  year  by  way  of  mere  precepts  bearing  on  duty  in  the 
abstract  but  must  arise  from  a  long  innoculation  through  concrete  teaching 
about  the  social  relations  of  the  individual  and  institutions  as  they  are  found 
in  action  in  the  community  about  the  youth. 

Among  the  many  new  educational  conceptions  which  have  appeared  during 
the  last  few  years  the  perception  of  the  need  and  worth  of  socializing  the  child 
by  the  use  of  his  social  environment  is  a  valuable  one.  More  especially  it  is  lo 
be  observed  that  this  socalization  is  in  reality  a  moralization,  for,  as  Professor 
Dewey  indicates,  there  is  a  vast  difference  between  "moral  ideas"  and  "ideas 
about  morality,"  and  what  is  now  needed  is  the  former.  Moreover,  moraliza- 
tion should  be  a  process  in  which  the  emotional  attitude  of  the  child  is  devel- 
oped relative  to  social  situations  so  that  his  moral  ideas  are  moving  ideas  and 
in  his  judgments  and  reactions  to  a  given  situation  he  identifies  himself  with 
the  side  of  justice  and  right,  thus  exercising  the  very  functions  in  his  school 
career  that  will  be  demanded  of  him  in  after  life. 

Much  time  is  now  given  to  discussing  "how  morality  shall  be  taught."  Very 
largely  these  discussions  run  to  formulating  schemes  of  teaching  morality  by 
precepts  and  text  books.  It  is  to  be  questioned  if  this  formal  teaching  -^f 
morals  would  make  moral  people.  To  quote  Professor  Dewey,  "these  moral 
principles  need  to  be  brought  down  to  the  ground  through  their  statement 
in  social  and  in  psychological  terms.  We  need  to  see  that  moral  principles  are 
nto  arbitrary,  that  they  are  not  'transcendental';  that  the  term  'moral'  does  not 
designate  a  special  region  or  portion  of  life.  We  need  to  translate  the  moral 
into  the  conditions  and  forces  of  our  community  life,  and  into  the  impulses  and 
habits  of  the  individual."     (Moral  Principles  in  Education,  pp.  57-58.) 

131 


COURSE  OF  STUDY 


It  is  conceived  that  the  embodiment  of  the  social  context  of  the  child  in 
his  educational  process,  thus  giving  him  an  understanding  of  its  nature  and  op- 
erations and  a  sympathy  with  its  best  ideals  would  be  in  reality  and  in  a  largo 
way  moralizing  the  individual. 

As  in  the  case  of  nature  study,  which  begins  in  the  early  years  of  the  school 
and  gives  simple  lessons  about  objects  in  nature  and  which  becomes  more  and 
more  complex  in  the  obpects  considered  or  in  the  study  of  the  objects  and  pro- 
cesses of  nature  until  at  the  end  of  the  elementary  schools  it  is  found  capable  of 
being  differentiated  into  'the  several  natural  sciences,  so  there  should  be  a  range 
of  social  studies  which  begin  with  the  simple  things,  the  persons  or  function- 
aries of  the  community,  in  the  early  years  of  the  school  and  takes  in  larger  and 
larger  areas  of  social  facts  and  processes  until  at  the  end  of  the  elementary 
schools  the  differentiation  into  the  various  social  sciences  may  proceed.  This 
is  both  a  preparation  for  the  higher  work  which  will  follow  if  the  individual 
goes  on  in  his  educational  career,  and  is  a  preparation  for  life  in  case  the 
pupil  is  forced  to  drop  off  along  jthe  way. 

It  is  not  intended  that  this  should  displace  history  and  civics  which  we 
now  have.  It  would  rather  be  supplemental  and  foundational  for  both.  His- 
tory is  the  study  of  the  past  currents  of  life.  It  unfolds  to  the  mind's  eye  the 
great  dramas  which  have  been  enacted  in  the  past  ages  of  human  activities. 
Social  study  considers  what  is  taking  place  in  society  now  in  a  fundamental 
way.  It  is  a  cross-section  of  the  present,  viewing  individuals  and  institutions 
as  organs  and  factors  which  have  a  definite  and  specific  service  to  perform  in 
their  interdependent  articulations  and  organic  operations  with  the  larger 
social  mechanism.  It  looks  to  the  future  and  seeks  to  show  the  individual  and 
the  institution  how  they  may  better  operate  for  their  own  good  and  that  of  the 
larger  whole.  It  emphasizes  the  all  around  interdependence  of  men  and  institu- 
tions as  based  on  divisions  of  labor  and  keeps  in  the  foreground  the  ideal 
society,  the  ideal  condition  of  community  life,  the  ideal  relationship  of  the  man 
in  the  service  of  humanity.  Because  it  does  this  it  is  a  needed  foundation  for 
the  unraveling  and  the  understanding  of  the  story  told  in  history.  It  is  a 
value  study  and  gives  the  child  standards  of  value  to  measure  the  worth  of 
the  historical  events  as  they  are  met.  It  enables  history  to  assume  larger 
significance  than  it  otherwise  could. 

In  like  manner  it  is  not  civics,  though  civics  may  be  articulated  with  it  as  a 
phase  of  social  study.  For  illustration,  botany  is  nature  study  but  the  reverse 
is  not  true  because  the  whole  is  greater  than  its  part.  Nature  study,  proper, 
opens  up  all  sections  of  concrete  nature  to  view.  It  is  the  basis  of  all  the 
sciences,  both  physical,  biological,  and  anthropological.  The  same  is  true  of 
social  study.  It  gets  at  all  parts  and  phases  of  community  life,  not  merely 
the  political  or  governmental.  There  are  five  or  six  fundamental  phases  of 
social  life,  or  we  may  call  them  interests,  which  are  expressed  in  human  insti- 
tutions or  organizations,  namely,  the  means  or  instruments  which  men  operate 
through  to  satisfy  these  various  wants.  Some  of  these  important  segments  of 
society  are  political,  economic,  religious,  esthetic,  cultural,  and  sociability  or 
"social."  Civics  covers  that  small  section  included  in  the  political.  It  gives 
but  a  fragmentary  view  of  man  in  his  social  relations.  Social  study  would 
therefore  supplement  this  valuable  study. 


132 


SOCIAL   STUDY— FIRST   YEAR 


It  would  also  be  a  foundation  for  civics.  Civics  takes  up  the  somewhat 
specialized  study  of  the  functions  in  society  of  a  section  of  society,  as  was  just 
said.  Social  study  would  first  establish  the  idea  of  a  larger  entity  called  society, 
its  interdependent,  organic,  and  co-operative  nature;  secondly,  give  the  idea 
of  the  function  or  service  of  every  person  or  organization  as  a  part  of  society: 
third,  give  ideals  of  what  society  and  community  life  should  strive  to  be, 
what  the  individual  should  be,  and  what  his  attitude  should  be  to  make  pos- 
sible the  realization  of  progress  and  betterment.  As  Professor  Small  says  of 
sociology: 

"Sociology  declares  that  every  thing  which  man  does  is  connected  with 
every  thing  which  every  other  man  does.  Before  it  is  possible  to  learn  this 
truth  except  by  rote,  we  must  get  acquainted  with  a  great  number  of  facts 
which  exhibit  the  principle.  We  must  learn  to  see  how  one  act  affects  another 
in  our  own  lives;  how  one  neighbor's  conduct  has  to  do  with  another  neigh- 
bor's comfort;  how  the  things  that  we  do  depend  on  the  things  that  others  have 
done."  (Professor  A.  W.  Small,  Introduction  to  Thurston's  "Economics  and 
Industrial  History,"  page  13.) 

B.     FIRST  FOUR  YEARS 

In  the  first  four  years  of  school  life  the  child  is  at  the  beginning  of  the 
larger  conception  of  the  world  or  that  there  is  a  larger  world  of  activity  than 
he  has  enjoyed  in  the  home.  The  child  of  six  must  have  played  with  oth;ir 
children  to  a  degree  and  discovered  that  similarities  and  differences  exist  be- 
tween himself  and  others.  He  has  found  satisfaction  in  the  presence  of  other 
children  and  in  carrying  on  activities  with  them.  Now  he  is  to  carry  this 
farther  and  to  gain  a  larger  insight  into  his  powers  of  enjoyment  and  action 
and  of  pleasure  which  comes  thru  closer  concord  and  identification  of  interest. 
The  object  of  social  study  in  this  period  is  not  to  get  the  child  to  build  up  and 
formulate  a  doctrine  of  social  life  or  of  social  give  and  take,  but  to  establisi 
such  conditions  that  the  advantages  of  co-operative  action  and  of  mutual  use- 
fulness may  be  recognized. 

FIRST   YEAR. 

Expression  of  the  associational  sense  and  the  beginning  of  concerted  voli- 
tion should  be  accomplished  in  this  year.  In  so  far  as  the  children  have  at- 
tended kindergarten  previous  to  this  year,  these  preparatory  steps  have  been 
made  in  a  measure.  In  most  cases  this  privilege  is  denied.  The  most  natun.l 
and  obvious  means  of  accomplishing  the  object  mentioned  is  play  and  games. 
Games  of  the  simple  sort  are  especially  adapted  to  put  into  effect  a  germinal 
organization  in  which  a  common  aim  is  set  up  and  each  participant  has  a 
part  which  makes  or  mars  the  success  of  the  whole  enterprise.  Hence  the  chi'.d 
discovers  that  he  must  control  himself  and  his  bodily  members  in  order  to  play 
successfully,  his  disposition  is  improved,  he  gains  some  understanding  of 
human  nature,  picks  up  some  technique  of  plans  of  procedure,  may  develop  some 
initiative  and  leadership  and  some  idea  of  group  zeal,  loyalty,  and  devotion. 
It  is  perhaps  possible  in  this  first  year  that  the  intelligent  teacher  may  lead 
the  children  to  discover  the  facts  of  interdependence  and  co-operation  as  facts. 

133 


COURSE  OF  STUDY 


^It  is  assumed  that  play  in  the  succeeding  years  will  be  used  to  further  de- 
velop the  social  sense  and  associational  ability.  As  this  is  an  outline  of  social 
study  the  play  phase  will  be  dismissed. 

The  following  suggestions  of  works  helpful  to  teachers  may  be  made: 

Giddings,  Inductive  Sociology,  Book  II.,  Part  II.,  Chapter  3  and  4,  shows 
the  origin  of  the  consciousness  of  kind  and  of  concerted  volition.  Fundamental 
to  give  insight  and  understanding. 

Johnson,  Education  by  Play  and  Games,  Ginn  &  Co.,  deals  with  nature 
of  play  and  games,  play  ages,  and  lists  and  descriptions  of  games  for  each  play 
period. 

Games  for  the  Playground,  Home,  School  and  Gymnasium,  Bancroft-Macmil- 
lan  Co.  Gives  repertoire  of  games  and  also  social  and  pleasurable  elements  in 
them. 

Heller,  Mrs.  H.  H.,  The  Playground  as  a  Phase  of  Social  Reform,  Russell 
Sage  Foundation,  No.  31.  Proceedings  of  the  Third  Annual  Congress  of  the 
Playground  Association  of  America,  a  very  full  outline  of  all  phases  of  or- 
ganized play. 

Child  Problems,  Mangold,  Book  II.,  Chapters  1  and  2  on  Play  and  the  plaj'- 
ground  movement. 

SECOND  YEAR. 

A  STUDY  OF  THE  HOME  GROUP 

The  home  group  is  quite  as  obviously  the  social  group  with  which  to  begin 
to  teach  the  facts  of  association  as  that  play  is  the  place  of  expression  of  the 
sense  of  association  and  the  power  to  act  in  concert.  It  is  the  medium  in  which 
the  child  has  developed  thus  far,  and  it  enfolds  him  during  the  extra-  school 
hours.  Further,  it  is  the  epitome  of  the  larger  world  in  its  simpler  terms  and 
phases.  The  beginnings  of  the  larger  social  life  and  institutions  may  be  laid 
bare,  such  as  the  common  welfare,  need  of  co-operation  and  division  of  labor, 
mutual  rights  and  obligations,  law,  government,  culture,  religion,  and  pro- 
tection. 

Common  Welfare.  This  is  probably  represented  by  the  word  "living"  to 
the  child,  and  may  be  brought  into  sight  by  questions  as  to  what  articles  and 
material  things  are  needed  for  the  health,  happiness  and  support  of  the  home, 
and  as  to  what  is  most  needed  and  what  the  family  could  get  along  without. 

Co-Operation  and  Division  of  Labor,  "^hat  does  father,  mother,  sister, 
brother,  hired  help,  do  to  furnish  the  things  and  services  needed  to  make  the 
home?  Suppose  one  should  get  sick  or  die  or  go  away,  what  would  happen? 
What  article  or  service  would  be  missing? 

Mutual  Rights.  How  much  belongs  of  food,  clothing,  heat,  room,  etc.,  to 
father,  mother,  brother,  sister?  May  one  eat  all  the  butter  or  cake  or  pie  and 
why?  Should  mother  do  all  the  washing,  cooking,  etc.,  if  children  are  large 
enough  to  help  her?    Why?    And  so  for  each  member  of  the  family. 

Law  and  Government.  Are  there  any  rules  in  the  home?  Who  makes 
them?  Who  enforces  them?  Who  decides  if  the  offending  member  is  guilty 
and  what  the  penalty  is?  Are  there  any  witnesses  in  trials?  Who  is  the  judg ;? 
Do  all  obey  the  same  rules?  May  father  come  in  with  muddy  feet  if  Johnny 
may  not? 

134 


SOCIAL    STUDY    THIRD  AND  FOURTH  YEARS 


Culture,  Is  there  a  library?  books?  papers?  What  for?  Does  any  one  talk, 
tell  stories,  teach  any  child?  Why?  Suppose  no  one  talked  or  read  in  the  home. 
Is  there  music?  pictures?    Is  not  home  a  kind  of  school? 

And  so  for  religion  and  protection  in  the  home. 

Some  helpful  books  on  this  year*s  work  for  giving  suggestions  cf  the  func- 
tion and  importance  of  the  family  are  these: 

Small  &  Vincent,  Intd.,  to  Sociology,  Amer.  Book  Co.,  Sections  S3-7, 

Hendeison,  Social  Elements,  Chapter  4,  "The  Family." 

Elwood,  Sociology  and  Modem  Social  Problems,  Chap.  3. 

THIRD  AND  FOURTH  YEARS. 

A  l(^cal  advance  over  the  work  of  the  second  year  is  the  study  of  the 

.eighborhood.    This  should  be  expansive  and  suggestive  as  in  the  case  of  the 

imily.    Ideas  of  relationship  should  develop  without  dogmatic  teachings.  The 

ssential  ideas  obtained  thru  a  study  of  the  domestic  group  may  be  discerned 

:i   the  next   larger  and  more  complex   group,   the   nei^borhood.     Questions 

should  be  asked  to  bring  out  the  nature,  location.  m%ans  of  carrying  on,  the 

purpose,  and  authorization  of  the  work  of  the  various  kinds  of  workers  of  the' 

ommunity.     Further  questions  elicit  information  as  to  the  mutuality  of  the 

vork  done  by  each,  whose  needs  are  fulfilled  by  it^  whether  those  of  the  worker, 

the  employer,  the  neighborhood  group  or  lager  society  or  all. 

Compensation  for  service  in  various  ways  and  the  exchange  of  products 
and  services  may  also  receive  interrogations. 

The  average  rural  community  furnishes  the  following  workers  or  function- 
aries who  may  be  the  object  of  the  question:  Farmer,  tocher,  preacher,  mail- 
carrier,  blacksmith,  carpenter,  thresher,  farm-hand,  house  girl,  justice  of  the 
peace,  marshal,  school  officers,  road  supervisors,  etc.  In  a  village  dr  city  other 
functionaries  may  be  added  at  will,  such  as  merchants,  transfer  men,  lawyers, 
doctors,  bankers,  delivery  men,  car  men,  railway  employees  of  various  sorts,  etc, 

A  suggestive  treatment  of  the  rural  and  village  communities  in  the  de- 
velopment of  their  functions  and  division  of  labor  is  found  in  Small  &Vincen:, 
lutd.  to  Sociology,  Chaps.  3,  4.  See  also  Boyle's  Government  of  North  Dakoti, 
Chap.  21,  Local  Government. 

FIFTH  AND  SIXTH  GRADES 

By  a  gradual  evolution  in  the  method  of  presenting  to  the  child  the  social 
matter  which  surrounds  him  the  teacher  has  thus  far  proceeded  from  mere  sug- 
gestion and  motor  attitude  to  something  approaching  analysis  and  exposition   tt 
a  systematic  nature.     The  grammar  grades  should  see  the  completion  of  this 
development,  the  more  sj*stematic  efforts  being  left  to  the  last  year.    The  more 
omplex  phases  of  groups  and  situations  may  be  taken  up  in  the  fifth  and  sixth 
-.ades  and. the  study  should  be  made  more  intensive  by  extending  the  range 
:  the  questions  to  more  ultimate  causes  and  conditions.    Perhaps  another  dis- 
nct  adA-anoe  occurs  in  the  ideal  pursued  by  the  teacher.     The  object  is  to 

135 


COURSE   OF  STUDY 


m^ke  society  appear  to  the  pupil  as  quite  as  real  and  vitalized  an  object  as 
would  the  insect,  animal  or  plant  in  the  nature  study  class.  In  fact,  the  ve-y 
object  of  this  social  study  course  is  to  create  in  the  child's  mind  that  concep- 
tion of  the  social  world  which  regards  it  as  a  working  organism,  an  interde- 
pendent and  co-operative  system  of  individuals,  fehich  is  to  serve  as  an  advance 
on  the  common  idea  of  so  many  discreet  and  independent  individuals. 

Further,  the  teaching  should  be  so  dynamic  with  ethical  motive  that  the 
sentiment  of  justice  and  social  right,  of  ideal  actions  and  attitudes  shall  appear, 
the  social  judgments  shall  be  built  up  and  exercised,  and  the  child  be  led  to 
identify  himself  with  the  principle  of  democracy  and  fair  dealing. 

FIFTH    GRADE. 

Either  of  the  groups  already  studied  may  be  reconsidered  in  a  more  in- 
tensive manner.  But  it  would  probably  be  better  to  develop  some  other  group 
in  this  way  since  a  new  field  might  arouse  fresh  interest,  permitting  the  recon- 
sideration of  the  others  later,  if  desired.  In  the  following  suggestive  outline  of 
the  intensive  study  of  the  school  the  teacher  may  adapt  the  material  to,  the 
situation  by  omitting  the  consideration  of  such  officials  or  functionaries  as  are 
not  involved  in  the  school  the  pupils  are  acquainted  with. 

This  outline  study  of  the  school  is  taken  from  the  articles  on  a  socicil 
science  outline  by  J.  S.  Welch,  Elementary  School  Teacher,  May  and  December, 
1906. 

"Intensive  study  of  the  school,  a  Principal.  Consider  selection  of  teachers 
and  books;  arranging  course  of  study;  programming  studies;  noting  progress 
of  pupils  and  advancing  them  in  their  school  work;  care  of  school  property;  of 
individual  and  school  rights;  health  and  safety  of  pupils;  proper  janitor  ser- 
vice, etc.;  service  to  the  social  group. 

"b.  The  teacher.  Consider:  what  she  is  for,  how  she  does  her  work;  the 
preparation  she  has  made;  who  benefits  by  what  she  does;  how  she  is  helped  — 
hindered — in  her  work;  whose  loss  when  she  is  hindered;  how  hindrance  may 
be  avoided;  what  she  has  a  right  to  expect;  her  service  to  the  school  group;  to 
the  social  group. 

"c.  The  janitor.  Consider:  What  he  does;  why  he  does  it;  why  it  is  im- 
portant; what  the  result  if  neglected;  how  it  may  affect  us;  how  he  is  helped — 
hindred — in  his  work;  what  should  be  our  attitude  toward  him;  why;  what  are 
his  needs;  how  are  they  satisfied;  what  he  exchanges  his  labor  for;  we  satisfy 
his  needs  for  what;  what  he  gains;  what  we  gain;  what  effect  his  absence 
would  have  on  our  work. 

"d."  The  pupil.  Consider:  What  he  is  here  for;  basis  of  the  right;  who 
makes  the  privilege  possible;  what  he  gives  in  return;  the  benefit  to  those  ^vho 
pay  for  it;  who  furnishes  him  the  conditions  for  growth;  what  his  attit.ide 
should  be  toward  property;  why;  toward  school  books;  toward  his  own  books; 
why;  how  he  is  helped  to  make  wise  use  of  books  and  materials;  how  is  the 
teacher  helped — hindered — in  doing  this;  how  the  pupil  is  affected  when  the 
teacher  is  busied  with  non-essentials;  what  he  has  a  right  to  expect  ficm 
teachers;  what  teachers  have  a  right  to  expect  from  him;  what  factors  make 
a  school;  what  conditions  determine  growth." 

136 


SOCIAL   STUDY— SIXTH    GRADE 


An  alternative  study  or  a  supplementary  one  to  the  school  may  be  found  in 
a  study  of  a  primitive  group  as  a  complete  organic  social  body.  It  is  another 
means  of  gaining  an  idea  of  the  simpler  forms  and  institutions  of  society.  Such 
a  group  may  be  the  Siouan  or  the  Iroquoian  for  example.  Questions  on  family, 
clan,  and  tribal  government,  on  war  and  peace,  on  civil  and  military  chiefs,  on 
medicine  and  medicine  men,  on  religious  ideas  and  rites,  on  modes  of  hunting, 
fishing,  raising  crops,  housekeeping,  division  of  labor  between  men  and  women, 
on  education  of  the  boys  and  girls,  on  keeping  records  of  events,  on  communi- 
cation and  language,  on  implement  making,  on  mythology,  etc.,  may  bring  out 
the  salient  points. 

The  Fifteenth  Annual  Report  of  the  Bureau  of  Ethnology  furnishes  a  com- 
prehensive study  of  the  Siouan  peoples.  Thomas,  Source  Book  for  Social  Origins 
gives  study  of  the  Iroquoian  confederacy,  and  of  other  primitive  groups,  such 
as  the  Australian.  Miss  Dopp's  Cave  Man,  Tree  man,  etc.,  are  suggestive  of  be- 
ginnings. The  Proceedings  of  the  Historical  Society  of  North  Dakota,  Volumes 
1  and  2,  furnish  much  material  and  illustrations  relative  to  Siouan  people.  The 
Story  of  Ab  by  Waterloo,  and  Before  Adam  by  London  are  interesting  stories  of 
primitive  life. 

SIXTHGRADE. 

As  a  study  for  the  sixth  grade,  pioneer  conditions  may  be  selected.  Such 
a  study  would  be  representative  of  recent  frontier  conditions  or  of  those  a  cen- 
tury ago.  This  would  be  especially  valuable  to  give  a  working  idea  of  how  socie- 
ties got  started  and  how  they  developed.  It  would  show  how  the  interdepen- 
dencies  got  started  also,  and  how  very  desirable  they  were  after  people  had  had 
to  do  without  them. 

a.  Consider  the  land.  What  the  prairie  (or  forest)  was  like;  what  was 
the  character  of  the  soil;  what  kind  of  vegetation  grew;  what  kind  of  animals 
and  birds;  what  advantage  the  soil,  vegetation,  and  animals  would  be  to  set- 
tlers; what  was  the  climate  and  how  it  affected  the  newcomers  or  hindered 
them.  ^ 

b.  The  immigrants  or  settlers.  Where  they  came  from;  were  they  savage 
or  civilized  and  what  difference  it  would  make  in  them  and  in  what  they  did; 
what  they  brought  with  them  in  property,  equipment,  animals,  books,  and  why; 
what  their  personal  equipment  in  knowledge,  education,  skill,  ideas  of  govern- 
ment, religion  and  education,  taste  and  character;  their  motives  in  settling  in 
an  unsettled  country  as  related  to  getting  a  living  and  property,  their  sacrificey 
in  companionship  and  conveniences,  and  their  curiosity  about  the  region. 

c.  The  beginnings.  Consider:  why  the  particular  piece  of  ground  was 
chosen;  why  the  home  was  located  where  it  was;  how  the  house  and  stables 
were  built;  how  the  ground  was  broken  (and  cleared  perhaps);  what  the  man 
did;  what  the  woman  did;  which  could  get  along  best  without  the  other;  how 
they  protected  their  home  from  fire  and  themselves  from  disease;  how  they 
procured  or  made  the  articles  they  needed;  what  the  daily  round  of  work  for 
man  and  for  wife;  what  amusement  or  recreation;  what  was  done  with  their 
produce,  what  they  got  for  it. 

137 


COURSE  OF  STUDY 


^  d.  The  coming  of  others.  Consider:  the  birth  of  children  and  the  differ- 
ences it  made  in  work  and  incentive  to  man  and  woman;  the  hiring  of  a  hand 
and  its  effect  on  the  household  cares,  on  the  man's  work,  on  production,  on 
companionship;  the  appearance  of  emigrants;  why  they  came;  where  they  set- 
tled; what  they  brought  of  goods  and  information;  the  changes  it  made  in  the 
life  of  the  original  family;  how  they  differed  in  ideas  and  personality  from  eacli 
other  and  the  difference  it  made. 

d.  The  neighborhood.  Consider:  How  the  farms  are  located;  the  neces- 
sity of  a  survey;  how  trails  and  footpaths  are  used;  the  likeness  of  family  life 
and  what  it  makes  possible;  the  exchange  of  work  and  co-operation;  the  begin- 
nings of  specialization,  the  ferry,  transportation;  exchange  of  produce;  the  new 
store  and  how  it  becomes  a  social  center;  the  appearance  of  a  blacksmith  shop 
and  its  effects;  the  school  and  why,  results;  the  church,  why,  results;  organiza- 
tion of  a  township,  why,  effects  and  services. 

Especially  helpful  books  on  the  fifth,  and  especially  the  sixth,  grade  work 
are:  Small  &  Vincent,  Intd.  to  Society,  Chaps.  1,  2,  on  which  the  outline  for 
frontier  life  is  based;  Thurston,  Economic  and  Industrial  History,  first  few 
chapters  on  occupation;  Proceedings  of  the  North  Dakota  Historical  Society. 
Vols.  I  and  II.;   Gillette,  Vocational  Education,  pp.  281-6. 

An  alternative  or  supplementary  study  to  the  pioneer  community  may  be 
found  in  the  correlation  of  the  geographical  and  social  factors  of  a  physiogra- 
phical  unit. 

Consider: 

a.  The  topography  in  its  area,  configuration,  altitude,  and  water  courses, 
showing  how  each  of  these  bears  on  the  distribution  of  population. 

b.  Climatic  conditions  in  the  way  of  temperature,  length  of  seasons,  and 
amount  of  moisture  precipitation  with  reference  to  farming  and  other  occu- 
pations, products,  etc. 

c.  Soil  and  natural  resources,  such  as  forests,  fish,  mines,  and  waterfalls, 
in  their  significance  for  farming,  lumbering,  fishing,  mining,  and  manufacturing 
industries.  The  kinds  of  soil  and  the  fertility  of  the  soil  would  further  differ- 
entiate occupations. 

d.  Populations,  races,  and  nationalties,  as  to  origins  and  characteristics, 
only  in  so  far  as  they  are  necessary  to  explain  differences  which  retard  or  pro- 
mote the  regional  well-being  and  in  so  far  as  they  illustrate  the  larger  world. 

e.  Industries,  in  their  bearing  on  the  location  and  distribution  of  people, 
their  reasons  for  particular  locations,  their  relation  to  the  life  of  the  region, 
and  their  conditioning  influences  in  the  establishment  and  maintenance  of 
commercial  relations  with  the  larger  world. 

f.  Transportation  and  communicating  facilities,  in  their  bearing  on  the 
prosperity  and  satisfaction  of  the  region  and  their  influence  on  locating  larger 
collective  populations  for  commerce  and  manufacturing.  In  connection  with 
these  last  two  points  much  supplementary  reading  might  be  done.  This  is  a 
good  place  to  get  out  into  the  larger  world  by  following  the  threads  of  com- 
munication and  transportation  to  see  how  they  really  relate  and  unify  the 
region  with  others. 

g.  Influence  of  pursuits  and  occupations  on  the  life  of  the  people  of  the 
region  in  the  way  of  customs,  habitations,  dress,  education,  religion,  cultun;, 
and  government. 

138 


CIVICS 


Civics 

(general  statement.) 

In  view  of  the  two  months  given  to  national  civics  in  the  Seventh  Grade 
History,  it  is  planned  to  spend  the  eighth  grade  civics  time  on  local  and  state 
civics  mainly.  Time  spent  on  the  text-book  alone  means  usually  time  spent  in 
memorizing  lists  of  duties,  salaries,  etc.,  of  the  different  oflEices;  this  if  of  doubt- 
ful value — unlikely  to  be  remembered,  not  very  valuable  if  remembered.  What 
w§  should  aim  at  is  to  bring  the  pupil  into  contact  with  things  as  they  are 
actually  happening,  with  the  officials  right  at  their  work.  The  pupils  are  now 
citizens,  in  a  few  years  they  will  be  voters;  they  should  be  taking  an  intelligent 
interest  in  the  affairs  of  government.  This  means  they  should  be  reading  the 
papers  and  should  be  getting  familiar  with  the  bulletins,  reports,  pamphlets,  of 
the  various  departments  of  government,  the  messages  of  the  governor,  etc. 

The  text  in  use  will  probably  be  one  of  three.  Wood's  School  Civics,  Boyle's 
Government  of  North  Dakota,  or  Boyle's  Beginner's  Civics  for  North  Dakota; 
both  the  others  should  be  at  hand  for  reference.  Dunn's  The  Community  and 
the  Citizen  is  peculiary  good  in  arousing  an  interest  in  citizenship.  Every 
newspaper,  local  weekly,  country  paper,  city  daily,  gives  notices  signed  by  vari- 
ous officials,  tells  of  journeys  taken  by  officials  in  connection  with  their  officiai 
work,  tells  of  meetings  and  actions  of  boards,  gives  official  proceedings  of  vilage 
and  city  councils  and  county  commissioners.  To  illustrate,  two  hours  work  by 
the  writer  found  and  cut  out  from  a  stack  of  old  papers  over  forty  items  from  a 
few  lines  in  length  to  several  columns  in  length  dealing  with  the  above  men- 
tioned topics.  The  North  Dakota  Blue  Book,  the  School  Laws,  blanks  used  by 
various  township,  school  district,  and  county  officers,  and  business  blanks  such 
as  mortgage,  lease,  deed,  are  often  to  be  secured  for  the  asking.  People  in  your 
neighborhood  would  often  be  glad  to  tell  you  or  your  class  of  elections,  court 
procedure,  work  of  the  justice  of  the  peace,  etc. 


1C9 


COURSE  OF  STUDY 


Civil  Government 


(course  by  months.) 

EIGHTH    YEAR 

FIRST  MONTH 

HOME  GOVERNMENT 

Family  is  the  basis  of  all  well  ordered  society.  Parents  in  authority. 
Influence  of  home  is  very  potent.  Lack  of  parental  authority  usually  harmful. 
Duties  of  parents  to  children.  Duties  of  children  to  parents.  Children  who 
love  and  respect  their  parents  usually  make  good  citizens. 

SCHOOL 

School  Corporation.  School  District.  Kinds  of  school  districts:  Common, 
Special,  Independent,  and  districts  organized  under  special  laws.  Common 
school  districts  of  two  systems?  Township  and  district.  How  organized?  By 
whom?  Officers?  How  chosen?  For  how  long?  Their  duties?  Special  district: 
How  organized?  By  whom?  Officers?  How  chosen?  For  how  long?  Their 
duties  Independent  districts:  How  organized?  By  whom?  Officers?  How 
chosen?  For  how  long?  Their  duties?  The  teacher:  How  chosen?  Her 
qualifications  ?  Certificate?    Her  duties?     Her  right? 

School  Funds:  1.  District  Taxes.  2.  County  Tuition  Fund.  3.  State 
Tuition  Fund.     4.     Bonds. 

1.  District  Taxes.    How  levied?    Limit  of  school  tax? 

2.  County  fund  made  up  of  two-mill  tax  on  all  property  and  the  school 
poll.     How  distributed? 

3.  State  tuition  fund,  made  up  of: 

(a)  Interest  and   Income  from  sale  and   rental   of  school  land.s. 

(b)  Fines  and  Forfeitures.     How  distributed?    For  what  purpose 
used? 

4.  Bonds.     Limit  of  the  amount?     How  issued?     For  what  purpose? 
Other  Points  of  Interest.    School.       How  graded:     primary,  intermediate, 

grammar  grades  ,high  school. 

-  Course  of  Study.     Its  purpose  and  proper  use. 

State  Educational  Institutions.  Normal-Industrial  School.  School  for  the 
Deaf.  Scientific  School.  Normal  Schools  (2).  Agricultural  College  Univer- 
sity.   Their  location?    Their  government  and  control?    Their  purpose? 

140 


CIVICS—CIVIL   GOVERNMENT 


CIVIL  TOWNSHIP 
Area?  How  organized  and  by  whom?  Election  held,  when?  Town  meet- 
ing. Why  interesting?  Township  officers.  Who  are  they?  How  elected?  For 
how  long?  Their  duties?  Salary  of  township  officers?  Township  boards?  By 
what  body  are  the  taxes  of  a  township  levied?  For  what  purpose  are  taxes 
levied  in  civil  townships? 

COUNTY 

Purpose  of  county  government?  Counties?  How  organized?  From  unor- 
ganized counties,  (b)  From  counties  already  organized.  How  and  when  was 
your  own  county  organized?  Area  required  for  county  organization?  Officers. 
Board  of  County  Commissioners  ,how  many?  How,  is  this  determined?  How 
elected?  For  what  term?  (four  year).  Salary?  Duties  of  this  Board?  Who 
acts  as  clerk  of  this  Board? 

Other  important  county  officers:  Superintendent  of  Schools,  Sheriff,  States 
Attorney,  Auditor,  Treasurer,  Register  of  Deeds,  County  Judge,  Clerk  of  District 
Court. 

Minor  county  officers:  Coroner,  Public  Administrator,  County  Justices, 
County  Constables,  County  Assessors,  in  counties  containing  unorganized  town- 
ships. The  office  of  Public  Administrator  was  created  by  a  recent  legislature 
and  the  duty  of  this  officer  is  to  administer  estates  of  deceased  persons  when 
there  are  no  persons  entitled  to  letters  of  administration  . 

Qualifications  of  county  officers.     How  and  when  elected?    Term? 

Duties  of  the  county  officials  as  found  in  the  text  and  reported  in  the  vari- 
ous local  papers. 

SECOND  MONTH 

Roads.  Importance  of  good  roads — to  the  farmer;  to  the  merchant  or  city 
dweller.  Present  system  of  road-making.  The  newly  proposed  system;  its  ad- 
vantages; its  disadvantages  if  any.    The  Meridian  Road. 

Public  Health.  Rights  of  society  to  protect  itself;  control  of  contagious 
disease.  Prevention  of  disease;  sanitation,  pure  food  laws  and  inspection. 
Boards  of  health  (Save  notices  from  local  boards  of  health  in  newspapers;  get 
bulletins  from  the  State  Board  of  Health.) 

Charity.  Call  attention  to  the  amount  of  work  of  this  kind  by  individuals, 
to  the  work  of  various  organizations  like  the  Children's  Home,  the  Salvation 
Army  in  the  cities,  etc.  Officially,  charitable  work  is  mainly  in  the  hands  of 
the  county  commissioners.  Poor  house  and  poor  farm  explained;  note  that  in 
some  counties  the  County  Hospital  is  taking  their  place.  Aid  to  individuals  in 
their  own  homes  (See  proceedings  of  the  county  commissioners;  if  possible, 
talk  with  some  commmissioner  about  it).  The  deaf,  dumb,  and  blind — how 
cared  for.  County  insane — Board  of  Insanity;  Sheriff  takes  insane  to  State 
Asylum;   expense  how  paid. 

Police  and  Justice.  Explain  method  of  bringing  an  offender  to  trial,  by 
whom  arrest  is  made  and  how,  who  tries  the  cases,  etc.  Explain  the  terms 
criminal  case,  civil  case,  summons,  warrants,  subpoena,  witness,  judge,  attorney, 
prosecution,  defense,  plaintiff,  defendant,  appeal.  Show  in  a  general  way  how 
a  trial  is  conducted,  weave  most  of  the  above  terms  into  the  story,  show  what 
the  jury  has  to  do,  who  pronounces  the  sentence  and  how  it  is  determined. 

141 


COURSE  OF  STUDY 


THIRD  MONTH 
/.     LOCAL  FINANCE  AND   TAXATION 

Why  taxes  are  needed;  who  determines  the  amount  of  \e\y  for  the  various 
governmental  units;  to  whom  the  levies  are  reported. 

Assessment  of  property;  by  whom  and  how  he  goes  about  it;  assessed  valu-a 
as  compared  with  real  value;  equalization,  who  compose  the  various  boards, 
order  in  which  the  boards  act  and  what  they  have  to  do. 

Collection  of  the  tax — who  figures  out  the  tax  of  each  individual  and  how 
he  goes  about  it;  tax  collected  by  whom,  what  notice  each  one  has  as  to  his 
taxes  (See  general  notice  as  given  in  the  paper  and  get  a  notice  which  was  sent 
to  some  individual) ;  when  taxes  are  due  and  what  penalty  in  case  they  are 
not  paid;  what  banks  have  to  do  with  the  collection  of  taxes. 

Distribution  of  the  tax  to  the  various  units  by  the  county  treasurer. 

II.     INCORPORATED   VILLAGE 
Why    incorporate    villages?       Requirements    necessary    for    orgainzation? 
Steps  necessary  for  incorporation?     By  whom  incorporated?     Officers  of  a  vil- 
lage.    When  elected?     For  what  term?     Salary?     Duties   of  village   officers? 
What  appointive  officers  may  be  had?    Village  boards?    Taxes,  by  whom  levievl. 

III.     CITY 

Purpose  of  city  organization?  Area  incorporated?  Requirements  for  in- 
corporation? Steps  necessary  for  organization?  How  is  the  matter  of  incorpo- 
ration finally  determined  upon?  (Cities  of  North  Dakota  have  uniform  charter 
or  frame  of  government,  provided  under  general  laws  of  the  state.)  Elective 
oflBcers  of  the  city  government.  Who  are  they?  How  and  when  elected?  Term 
of  office?  Salary?  Sepcial  city  governments,  how  provided  for?  Who  consti- 
tute the  city  council?  What  are  its  functions?  City  Boards?  By  whom  are 
taxes  levied  in  a  city?  Appointive  officers.  By  whom  appointed?  Term? 
Duties?    Salary? 

Look  up  city  government  by  commission.  What  cities  in  the  state  have 
this  form  of  city  government? 

FOURTH  MONTH 
STATE  OF  NORTH  DAKOTA. 

Area  of  the  state?  History  of  the  state;  a  part  of  what  original  territory; 
organization  as  a  territory;  steps  necessary  to  the  organization  of  a  state? 
History  of  the  organization:  Enabling  Act,  signed  Feb.  22,  1889.  Constitutional 
Convention,  July  4 — ^Aug.  19,  1889.  First  State  Election,  Oct.  1,  1889.  Procla 
mation  of  President,  Nov.  2,  1889  First  session  of  State  Legislature,  Nov  20, 
1889  Form  of  state  government?  By  whom  guaranteed?  General  election. 
When  does  it  occur?    What  voting  system  is  used? 

Departments  of  State  Government  are  three:  Legislative,  Executive, 
Judicial. 

Legislative  Assembly.  Meets  biennially,  first  Tuesday  in  January  of  odd 
numbered  years.     Sessions  sixty  days.     House  of  Representatives  and  Senate. 

142 


CIVICS— CIVIL    GOVERNMENT 


House  of  Representatives.  >i'umber  of  members  one  hundred  three 
(103)  from  forty-nine  districts.  Qualifications  of  members?  Terra 
of  office?     Salary?     Officers?     Special  powers? 

Senate.  Number  of  members  forty-nine  (49).  One  from  each  legisla- 
tive district.  Qualifications  of  members?  Term?  Salary?  Officers? 
Special  powers? 

Executive  Department:  Elective  officers:  Governor,  Lieutenant  Governor, 
Secretary  of  State,  Auditor,  Treasurer,  Superintendent  of  Public  Instruction, 
Attorney  General,  Insurance  Commissioner,  Railroad  Commissioner,  Commis- 
sioner of  Agriculture  and  Labor.  Qualifications?  By  whom  chosen?  Term? 
Salary?     Duties?     Vacancies,  how  filled?  . 

Important  appointive  officers:  Public  Examiner,  Oil  Inspector,  Commis- 
sioner of  University  and  School  Lands,  Adjutant  General,  State  Game  Wardens 
(2),  Superintendent  of  Health.     By  whom  selected?    Term?     Salary?     Duties? 

Important  State  Boards: 

1.  Board   of   University   and   School   Lands.     Of   whom   composed?     Its 

Duties? 

2.  Board  of  Equalization.     Of  wliom  composed?     Its  Duties? 

3.  Board  of  Health.     Of  whom  composed?     Its  Duties? 

4.  Capitol  Commission.     Of  whom  composed?     Its  Duties? 

5.  Examining  Boards:     Medical;  Dental;  Pharmaceutical;  Bar  Examiners 

6.  Board  of  Trustees.       Each  state  institution  is  controlled  by  such  a 

Board. 

7.  Board  of  Audit.    Of  whom  composed?    Its  Duties? 

8.  Board  of  Pardons.     Of  whom  composed?     Its  Duties? 

9.  State  Live   Stock  Sanitary  Board. 

10.  Game  Commission. 

11.  State  Banking  Board. 

12.  Public  Library  Commission. 

13.  Tax  Commission. 

FIFTH  MONTH 
Judicial  Depart7nent. 

1.  Minor  Courts. 

(a)  Justice  Courts,  held  by  justices  of  the  peace  in  civil  townships, 
incorporated  villages,   cities,   counties.     Jurisdiction   limited   to   petty 

cases,  both  civil  and  criminal. 

(b)  County  Court,  One  for  each  county.  County  Judge  presides. 
Jurisdiction:  settlement  of  estate  of  deceased.  Appointment  of 
guardians.  Marriage  licenses.  By  vote  of  the  people  of  a  county, 
the  jurisdiction  of  a  county  court  may  be  increased.     (Look  this  up.) 

2.  Important   Courts. 

(a)  District  Courts,  ten  in  number,  one  for  each  district.  Division  of 
into  districts.  District  Judge.  Qualifications?  By  whom  elected? 
Term?  Salary?  Duties  and  powers?  Vacancies,  how  filled?  Juris- 
diction. In  civil  and  criminal  cases,  both  original  and  appellate.  In 
probate  cases,  appellate  jurisdiction  only.  The  District  Court  has  a 
petit  jury  to  determine  upon  questions  of  fact.     (Sometimes  questions 


143 


COURSE  OF  STUDY 


of  fact  tried  by  Judge.)     Jury:   Composed  of  how  many  men.     How 
selected.    Explain  fully.    Do  we  in  North  Dakota  have  a  Grand  Jury? 
If  so,  when  is  it  called?    Procedure  in  court.    Look  up  the  following 
terms:     summons,  complaint,  preliminary  examination,  bail,  informa- 
tion, plea,  witnesses,  evidence,  addresses  of  attorney,  judge's  charge, 
verdict,  judgment,  appeal,  writs  by   district  courts,   mandamus,   in- 
junction habeas  corpus,  quo  warranto,  certiorari.     Meaning  and  pur- 
pose of  these  words? 
(b)     Supreme  Court,   one  in  number,   five  judges,   no  jury.     Judges: 
Qualifications?     By  whom  elected?     Term?     Salary?     (Salary  $5,000 
a  year).    Duties  and  powers?    Vacancies,  how  filled?    Officers  of  the 
Court.     Jurisdiction,  largely  appellate  and  final,  unless  case  involves 
a  federal  question.     This  Court  has  no  jury  and  listens  to  no  wit- 
nesses.   All  questions  presented  to  the  Court  must  be  of  law.     Cases 
are  submitted  to  the  Court  thru  briefs,  a  printed  book  which  con- 
tains  all   evidence   brought   in   lower   court.     The    Court   generally 
listens  to  authorities  as  quoted  and  arguments  of  counsel  on  each 
side,  after  this  the  case  is  considered  by  the  Court  and  some  one 
judge  writes  the  opinion.     This  opinion  is  the  interpretation  of  the 
law  and  decisions  which  bear  upon  the  case.     This  opinion  is  the 
final  word  upon  that  point,  so  far  as  this  state  is  concerned.     These 
opinions  are  presented  in  full  in  a  volume  called  Reports  of  Supreme 
Court  and  are  used  by  lawyers  as  a  guide  in  the  trial  of  their  cases. 
Original  jurisdiction   only   in  cases  wherein   the   powers,   rights,   or 
interests  of  the  state  as  a  whole  are  affected. 
General  Elections.    When  held?    By  whom?    Counting  of  ballots.    Return-3 
made  to  whom?    Canvas  of  returns,  by  whom?    Ballot,  what  form  used?    Nom- 
inations, how  made?    May  a  name  appear  on  the  ballot  without  the  person  hav- 
ing been  nominated  by  a  political  party?     How  are  ballots  marked?     Elective 
franchise,   who   possesses   same?     How   may   a   foreigner   become   qualified   to 
vote?    School  franchise.    Who  possess  it?    Caucus,  what  is  it?    For  what  pur- 
pose is  a  caucus  held?     Convention.     Of  whom  composed?     Purpose  of  a  con- 
vention?    What  method  does  away  with  the  caucus  and  convention  system? 
Discuss. 

Look  up  primary  election  law  in  North  Dakota. 

SIXTH  MONTH 
Federal  Relations.     (One  to  two  weeks.) 

1.  The  State  an  inseparable  part  of  the  United  States. 

2.  Officers  of  United  States  in  the  state. 

(a)  Legislative. 

1.  Representatives,   3. 

2.  U.  S.  Senators,  2 

(b)  Executive. 

1.  Custom   officers. 

2.  Internal  revenue  oflBcers. 

3.  Indian  officers. 

4.  Land  Department  Officers. 

144 


CIVICS— CIVIL    GOVERNMENT 


5.  Officers  of  Postal  Service.  • 

6.  Officers  of  Department  of  Agriculture,  and  others, 
(c)     Judicial. 

1.  U.  S.  Commissioner. 

2.  Officers  of  United  States  District  and  Circuit  Court. 

3.  District  Judge. 
.    4.     U.  S.  Marshal. 

5.  U.  S.  District  Attorney. 

6.  Clerk  of  U.  S.  Court. 

State  Institutions.  Where  located?  Purpose  of  same?  How  governed? 
How  supported?    State  Militia    Of  whom  composed?    How  organized? 

Land  Survey.  History  of  present  method  of  U.  S.  Land  Survey.  What  is 
a  congressional  township?  What  is  a  range?  A  township?  A  base  line?  A 
principal  meridian?  Congressional  township,  how  designated.  Divisions  of 
congressional  township,  sections  and  quarter  sections,  etc.,  how  are  these  desig- 
nated? How  does  U.  S.  government  dispose  of  the  Public  Domain?  Location 
of  U.  S.  Land  Offices  in  North  Dakota. 

Review  for  remaining  time 


145 


COURSE  OF  STUDY 


Arithmetic 


GENERAL  PRINCIPLES 

All  number  work  must  be  accurate  and  thorough.  To  this  end  strive  for 
clear,  pointed  and  accurate  statements;  bring  the  principle  home  to  the  pupil 
by  vivid  and  varied  application  to  objects  seen  and  known  by  him. 

Having  acquired  a  principle  and  deeply  engraved  it  through  drill,  it  shoul  I 
be  frequently  brought  back  to  the  mind  by  review.  This  drill  and  review 
should  occupy  a  considerable  part  of  nearly  every  recitation  and  there  should 
also  be  a  general  review  at  the  completion  of  important  principles. 

There  should  be  much  oral  work — much  more  than  has  usually  been  given. 
New  principles  should  be  presented  orally  and  illustrated  by  the  pupil  through 
numerous  problems  which  he  can  solve  mentally  (and  easily)  before  any  appli- 
cation requiring  pencil  are  given.  Much  of  the  drill  and  review  will  also  be 
oral.  Thus  the  oral  work  will  always  go  hand  in  hand  with  the  written  work. 
Oral  or  mental  arithmetic  should  not  be  given  as  an  independent  course  as  so 
often  happens  when  a  separate  book  in  the  subject  is  used. 

In  all  classes  using  a  textbook  the  teacher  must  feel  that  the  text  is  a  servant, 
not  a  master;  the  teacher  must  feel  perfectly  free  to  omit  any  problems  not 
needed  by  her  class,  and  on  the  other  hand  will  often  need  to  supplement  those 
in  the  book  by  means  of  problems  taken  from  other  texts  or  made  up  by  the 
teacher. 

Among  the  books  on  Arithmetic  which  will  be  found  helpful  by  the  teacher 
are:  Davies'  Fundamentals  of  Arithmetic,  Westland  Educator,  Lisbon,  N.  Dak. 
15c;  Bulletin  No.  460,  U.  S,  Dept.  of  Education,  Washington,  entitled  Mathe 
matics  in  Elementary  Schools,  15c;  Smith's  Teaching  of  Arithmetic,  Teachers' 
College,  New  York,  35c;  Walsh's  Methods  in  Arithmetic,  D.  C.  Heath  &  Co., 
Chicago,  $1.00;  Smith's  Teaching  of  Elementary  Mathematics,  Ginn  &  Co., 
Chicago,   $1.50. 

ARITHMETIC  IN  THE  LOWER  GRADES 

It  is  a  universally  accepted  maxim  that  school  work  of  any  kind  should 
grow  out  of  the  knowledge  and  interests  the  child  already  possesses.  The  work 
in  number  is  no  exception  to  this  law.  Many  excellent  schools  have  no  separate 
classes  in  number  during  the  first  year  of  the  pupil's  school  life.  Whether  ot 
not  this  is  wise  surely  we  can  agree  that  the  number  work  of  the  first  few 
months  should  be  largely  incidental  to  the  other  school  exercises,  construction 
work,  nature  study,  games,  etc.,  and  in  any  case  should  be  concrete — related  to 
objects  that  are  present  or  easily  pictured  in  the  child's  imagination.  For  help 
In  teaching  primary  number,  the  teacher  will  find  very  valuable:  "First  Jour- 
neys in  Numberland"  published  by  Scott,  Foresman  and  Company;  Stone-Mill's 
"Primary  Arithmetic,"  published  by  Benjamin  Sanborn. 

146 


ARITHMETIC— GRADE   1 


The  teacher  should  be  provided  with  a  box  of  toothpicks  or  matchsticks  SLud, 
a  box  or  small  rubber  bands  (ISo.  8) ;  a  number  of  inch  squares  of  pasteboard 
(30  or  more  for  each  pupil);  inch  cubes  (20  or  more  for  each  pupil);  rulers 
divided  to  fourths  of  an  inch  (can  be  made  of  pasteboard  if  necessary,  though 
the  wooden  ones  can  be  bought  of  the  supply  houses  at  ten  to  twenty  cents  a 
dozen) ;  a  box  of  sticks  of  assorted  lengths  up  to  twelve  inches,  and  all  of  some 
integral  number  of  inches  in  length.  Other  things  helpful  in  number  work  are 
"domino  cards,"  forty-five  in  number  each  representing  in  dots  some  one  of  the 
forty-five  combinations;  similar  cards  with  figures  in  place  of  dots,  longer  sticks 
of  the  length  of  yard,  half  yard,  two  feet,  two  yards;  the  common  weights  and 
measures  as  pint,  quart,  gallon,  pound,  ounce,  half-pound;  a  clock  face,  toy 
money. 

G  R  A  D  E  I. 

First  six  months.  The  work  is  oral  and  largely  objective — no  figures  used 
except  as  an  exercise  in  writing;  not  to  exceed  two  recitations  per  week  in 
number,  giving  the  other  three  periods  to  reading,  language  or  nature  study, 
and  teaching  number  incidentally  with  them  as  opportunity  offers. 

1.  Acquaintance  with  numbers  from  1  to  10,  obtained  by  means  of  objects. 
Use  considerable  variety  of  objects,  but  (especially  in  presenting  any  new  com- 
bination) not  so  great  a  variety  in  any  one  recitation  as  to  confuse  the  pupil  or 
to  attract  his  attention  to  the  qualities  of  the  object  rather  than  to  the  num- 
ber. First  show  objectively,  then  give  numerous  problems  involving  the  same 
objects  and  later  other  things,  but  always  with  care  that  the  conditions  of  the 
problem  be  such  that  the  pupil  can  easily  picture  them. 

2.  Idea  and  respective  relation  of  foot  and  yard,  pint  and  quart,  cent, 
nickel  and  dime. 

3.  Idea  of  square  inch  and  cubic  inch,  and  their  use  as  units  of  measure, 
limited  to  ten.  Give  much  practice  in  building  the  inch  squares  together  and 
comparing  the  sizes  of  the  different  groups;  likewise  with  the  inch  cubes  and 
the  sticks  of  different  length.  The  pupil  should  not  only  know  that  two  sticks 
of  two  and  three  inches  in  length  respectively  equal  a  five  inch  stick  in  length, 
but  should  be  able  at  a  glance  to  pick  out  the  two  inch  stick,  the  three,  the 
five,  etc. 

4.  Number  relations  expressed  by  2's,  3's,  4's,  5's,  and  halves,  thirds,  and 
fourths,  limited  to  ten  and  also  limited  to  %,  y2,  Vs.  Apply  halves  to  quarts 
and  pints,  thirds  to  feet  and  yards,  and  a  little  later  in  the  year,  fourths  to 
quarts  and  gallons. 

5.  During  these  months  avoid  the  use  of  such  expressions  as  plus,  minus, 
subtract,  multiply  by,  and  divide  by. 

Rest  of  the  year:  The  preceding  work  continued,  but  with  more  periods 
per  week  than  before;  written  problems  may  now  be  given  and  the  commo^i 
mathematical  signs  and  expressions  introduced.  Do  not  however  in  doing  this 
written  work  forget  that  far  the  major  portion  of  the  work  is  still  to  be  oral. 
•  6.  Learn  to  count  and  write  numbers  to  100;  count  by  2's  to  12,  by  3's  to 
12,  and  by  splints  bundled  in  tens  to  100. 

147 


COURSE  OF  STUDY 


^  7.     Memorize  these  facts  in  addition:       2345672345634543 

11111122222S3SJ^5 
8.     Roman  numerals  to  XII  from  the  clock  dial. 

SECOND     YEAR 

From  the  beginning  of  the  second  year,  number  has  its  separate  period 
every  day.  More  than  half  of  the  recitation  time  should  be  given  to  oral  work, 
some  of  this  oral  work  should  be  drills  on  combinations  but  much  more  should 
be  solution  of  concrete  problems  whose  conditions  can  be  easily  pictured  in  the 
child's  mind,  and  whose  operations  he  can  perform  mentally.  In  these  prob- 
lems should  appear  constant  use  of  the  common  denominate  numbers;  e.  g.>  in 
using  2's,  pint  and  quart,  the  3's,  foot  and  yard,  the  4's,  quart  and  gallon.  The 
related  fractions  should  be  much  used;  e.  g.,  as  soon  as  the  pupil  knows  that 
two  threes  make  six,  he  should  be  thinking  frequently  of  three  as  half  of 
six,  etc. 

In  this  year,  the  pupil  carries  his  reading  of  numbers  up  to  1,000;  carries 
his  memorizing  of  the  "forty-five  combinations"  up  to  and  including  those 
whose  sum  is  14;  learns  the  multiplication  combination  to  4X6;  and  has  much 
practice  in  adding  short  columns  of  2's,  3's,  4's,  5's  and  6's;  and  in  adding  num- 
bers of  two  or  three  orders,  first  without  carrying,  latter  with  carrying.  In 
this  connection  it  should  be  said  that  many  good  teachers  object  to  the  terms, 
carrying  and  borrowing,  that  "we  shouldn't  borrow  without  paying  back,  etc," 
The  expression,  "taking  one  from  tens  column  and  giving  it  to  units"  is  surely 
little  improvement  but  the  term  "reducing"  or  its  simpler  equivalent,  "chang- 
ing" units  to  tens  or  tens  to  units,  etc.,  is  better  liked  by  many. 

It  is  getting  to  be  more  and  more  customary  to  teach  subtraction  in  part 
at  least  by  "additive  subtraction";  i.  e.,  with  the  learring  of  the  addition  com- 
bination, 
3        5 
5  or  3,  the  pupil  learns  to  apply  it  to  subtraction  without  realizing  that  it  is 

anytning  but  another  form  of  addition.     The  teacher  places  on  the  board  the 

3  5 
combination  in  this  form; ,  with  the  instruction  to  the  pupil  to  fill  in  the 

8  8 
figure  to  indicate  the  number  to  be  added  in  order  to  get  the  given  total. 

FIRST  MONTH. 

The  first  month  should  review  thoroly  all  the  combinations  of  the  first  year's 

2 
5 

work  with  applications  in  oral  problems.  With  the  fact  of  7  couple  the  facts 
iz  32     2     2     2 
5     5  15  45  65 

17  37  17  47  67  etc.   Review  also  the  fractional  relations  Vs,  V^,  etc,  as  used  the 

148 


ARITHMETIC—SECOND  YEAR 


preceding  jear.  Apply  to  other  appropriate  measures,  to  sticks  of  various 
lengths  (being  careful  however  that  they  apply  only  the  unit  fractions  as  y^, 
Vy,  y^,  etc) 

Counting:— Readily  to  1000;  by  2's  to  50  and  by  3's  to  21. 

Writing: — Numbers  of  100,  and  fractional  forms  as  developed. 

Measures: — Dozen,  quart,  peck,  bushel,  yard,  square  yard,  square  inch, 
cubic  inch. 

Application: — Original  problems,  games,  measuring  larger  units  with  smal- 
ler and  larger  groups  with  smaller;  comparison  of  one  small  group  with  anoth- 
er where  there  is  an  integral  difference  not  greater  than  5,  stating  the  difference. 

SECOND  MONTH. 

Counting: — By  2's  and  5's  to  100;  by  3's  to  30,  and  by  4's  to  20.  Counting 
by  2's  and  3's  to  25,  starting  with  various  numbers,  as  is  here  illustrated  with 
the  number  3;— 0,  3,  6,  9,  etc.,  or  1,  4,  7,  10,  etc.  or  2,  5,  8,  11,  etc. 

Writing: — Numbers  to  200. 

Measures: — Previous  ones  reviewed  and  dollars,  halves  and  quarters. 

Combinations.  Review  counting  by  2's  to  12;  then  drill  on  two  2's,  three 
2's,  five  2's,  six  2's,  etc.  When  this  is  well  learned,  word  it  2  times  2,  4  times 
2,  etc.,  then  turn  it  around  and  ask,  How  many  2's  in  6?  In  10?  In  8?  And 
later,  six  divided  into  2's  is  three  2's,  etc.  Memorize  facts  of  addition: 
898767565 
1  1  2  2  ^  ^  h  h  5 

Review  fractional  relations  so  far  presented,  and  develop  5ths  with  pennies 
and  nickels,  lOths  with  pennies  and  dimes. 

Find  the  half  of  all  even  numbers  to  10;  the  thirds  of  3,  6,  9;  the  fourths 
of  4,  and  8.  Using  the  quarts  and  gallons,  change  halves  to  4ths  and  back 
again.  Treat  the  fractional  relations  of  halves  and  tenths,  5ths  and  lOths,  3rds 
and  9ths,  similarly. 

6  added  to  and  substracted  from  all  digits,  then  the  principle  extended  to 
numbers  of  two  orders,  without  the  idea  of  carrying  or  borrowing.  (See  the 
first  month.) 

Divide  any  number  up  to  10  (inclusive)  by  any  smaller  number,  indicating 
the  quotient  and  remainder.  Numbers  of  two  orders  added,  two  or  three  figur'^s 
in  a  column,  no  carrying. 

Practice  simple  column  addition  with  at  first  three  and  then  four  figur  ss 
in  a  column,  no  addend  being  greater  than  4  and  no  sum  over  12. 

Measure  larger  groups  by  smaller,  using  as  units  halves,  thirds,  fourths, 
fifths,  tenths,  hundreds,  dozens,  pints,  quarts,  gallons,  pecks,  yards,  cents, 
nickles,  dime,  quarters,  halves,  dollars,  etc.,  all  quotients  to  be  integral  and 
not  larger  than  10. 

THIRD  MONTH. 

Counting: — By  3's  and  4's  to  30  and  by  5's  to  20,  beginning  at  0,  2,  4,  res- 
pectively. Apply  this  counting  to  multiplication  and  division  as  in  the  second 
month  and  extend  2's  to  20,  3's  to  18,  and  4's  to  20. 

Writing: — Numbers  to  300. 

Measures: — Week,  day,  hour,  clock  dial  by  hours,  halves  and  quarters. 

Review  all  fractional  relations  so  far  presented  (see  two  previous  months) 

149 


COURSE  OF  STUDY 


and  present  12ths,  objectively,  then  concretely,  and  finally  abstractly,  using 
inches  in  a  foot  to  picture  the  relation.  Reduce  fractions  objectively,  from 
higher  to  lower  denominations  and  back. 

7  added  to  and  substracted  from  the  digits,  as  7     8     9  and  after  being  de- 

7     7     7 
veloped  and  memorized,  applied  in  increasing  and  decreasing  numbers  of  two 
orders,  as  wholes;  that  is,  without  the  idea  of  carrying. 

Practice  column  addition,  no  addend  greater  than  5,  no  sum  ever  10. 

Application: — Concrete  and  abstract  problems.  Problems  made  by  teacher 
and  pupil,  in  every  conceivable  form,  made  natural  to  pupil  by  involving  ob- 
jects with  which  he  is  familiar.  Particular  stress  to  be  laid  on  small  ir  frac- 
tions, y2,  %,  Vs,  %,  in  these  problems.  Continue  measuring  of  larger  units  by 
smaller. 

FOURTH  MONTH. 

Counting: — By  3's  and  4's  to  72;  and  by  2's,  3's,  4's  and  5's  to  35  from 
various  beginnings  as  in  earlier  months.  Apply  the  counting  as  in  earlier 
months  and  extend  the  3's  and  5's  to  30  and  the  4's  to  24.  Apply  in  fractional 
relations  as  y^  of  12,  i/4  of  16,  etc.,  with  care  that  the  denominator  shall  always 
divide  exactly  the  number  of  which  the  fractional  part  is  to  be  found. 

Writing: — Numbers  to  500. 

Any  digit  except  9  added  to  or  substracted  from  any  digit  larger  than  itself. 

Adding  numbers  of  two  orders  two  or  three  figures  in  column  but  no  carry- 
ing involved. 

Substracting  numbers  of  two  orders  with  no  borrowing  involved. 

Single  column  addition  with  no  addend  greater  than  6  and  no  sum  greater 
than  20. 

Application: — Measurements,  comparisons,  playing  games,  buying  and  sell- 
ing and  making  change  up  to  $1.00.  and  problems  based  on  the  real  life  of  th.^; 
children. 

FIFTH  MONTH. 

Counting: — By  2's,  3's,  4's  from  0  to  100;  by  same  numbers  from  various 
beginnings  as  in  previous  month.  Apply  as  above  in  multiplication  and  divis 
ion  to  6  times  4  and  6  times  5. 

Writing: — Numbers  to  700. 

Review  the  addition  of  the  digits  to  each  other  digit  equal  or  larger  thaii 
itself,  and  review  the  application  of  this  principle  to  numbers  of  two  orders. 
Beginning  with  the  making  of  written  tables,  work  for  rapidity  in  recalling 
first  in  systematic  order,  and  finally  in  promiscuous  order,  both  oral  and  writ- 
ten combinations. 

Substracting  digits  from  11,  12,  and  teens  so  there  will  be  a  remainder  of 
10  or  more,  first  as  wholes, — as  2  from  13=11,  then  showing  it  as  2  from  3  and 
nothing  from  1.  Apply  the  principle  in  substracting  digits  from  any  other 
number  of  two  orders  in  which  the  unit  of  the  minuend  is  as  large  or  larger 
than  the  digit. 

Single  column  addition,  no  addend  larger  than  7,  and  no  sum  larger  than 
25. 

150 


ARITHMETIC— SECOND  YEAR 


SIXTH  MONTH. 

Counting: — By  2's  and  3's  to  100,  various  beginnings. 

Writing: — Numbers  to  900. 

Combinations: — Adding  of  numbers  of  two  orders  wth  two  or  three  figures 
in  a  column  and  carrying  involved;  make  the  carrying  clear  by  use  of  the 
bundles  of  splints. 

Continue  substraction  as  before  without  borrowing. 

Single  column  addition,  no  addend  larger  than  7  and  no  sums  over  30. 

Continue  fractions,  but  sometimes  reversing  the  process  as,  5  is  i^  of  what? 
4  is  14  of  what?     (Always  using  one  for  the  numerator  of  the  fraction). 

SEVENTH  MONTH. 

Counting: — By  4's,  5's  and  lO's  to  100,  and  by  6's  to  40,  from  various  begin- 
nings; backwards  from  100  by  2's,  3's  and  5's. 

Writing: — Numbers  to  1000. 

Combinations: — Elementary  operations,  including  important  fractions,  to 
22.  Rapid  drill  in  reviews.  All  relations  to  be  memorized  without  regard  to 
order. 

Increasing  and  decreasing  numbers  of  one  or  two  orders  by  any  number  of 
one  order. 

Addition  and  substraction  of  numbers  of  three  orders,  no  carrying  or  bor- 
rowing, as  high  as  five  numbers  in  the  addition  column. 

Measuring  large  quantities  of  larger  units  by  smaller,  and  drill  in  measur- 
ing larger  abstract  numbers  up  to  22  by  smaller  . 

Single  column  addition,  addend  as  large  as  8  sums  under  60. 

Application: — Practical  problems  by  teacher  and  pupil,  involving  the 
measurement  of  units  known  and  the  relations  prominently  under  consideration. 

EIGHTH  MONTH. 

Counting: — By  7's  or  8's  from  0  to  56;  by  same  numbers  from  various  be- 
ginnings to  25;  apply  in  multiplication  and  division  and  in  fractions,  but  al- 
ways with  one  for  numerator. 

Mucn  practice  in  addition  of  numbers  of  three  orders  with  carrying  and  in 
substraction  with  borrowing. 

Use  many  concrete  problems  applying  the  integral  combination  being  made 
and  also  the  fractional,  but  with  care  in  these  not  to  go  beyond  the  fractions 
the  class  can  easily  handle. 

Drill  on  the  abstract  combinations  to  memorize  them  as  far  as  products  up 
to  24. 

Application: — Measurements  and  comparisons;  day,  week,  month;  reading 
time  by  clock  to  minutes;  writing  each  day  the  current  date;  drill  on  units  cf 
preceding  months;  forming  rectangles  with  inch  squares  of  cardboard;  draw- 
ing rectangles  with  integral  number  of  inches  in  each  dimension,  and  separat- 
ing them  into  inch  squares  finding  how  many  times  the  whole  contains  a  one- 
inch  square  and  what  part  one  row  of  the  squares  is  of  the  whole.  Find  cost 
of  several  articles  when  the  cost  of  one  is  given,  and  the  reverse,  etc.  Written 
problems  to  be  limited  to  numbers  of  two  orders. 

151 


COURSE  OF  STUDY 


NINTH  MONTH. 

Counting: — By  9's  to  40  beginning  with  any  number  up  to  9. 

Combinations: — Elementary  operation  to  25.     Review  and  drill. 

Products  of  any  number  of  4's  up  to  six,  and  of  5's  up  to  five,  and  the  num- 
ber of  4's  and  5's  in  the  above  products. 

Addition  and  substraction  in  numbers  of  three  orders,  carrying  and  bor- 
rowing in  first  and  second  columns. 

Single  column  addition,  sums  under  100. 

General  review  of  year's  work  with  many  drills,  constant  concrete  applica- 
tions, and  use  of  fractions  so  far  as  studied. 

FIRST  AND  SECOND  GRADE  CONSTRUCTIONS. 

There  is  little  work  in  the  school  which  the  child  enjoys  more  than  the 
hand  work  or  constructions.  The  results  must  be  satisfying  to  the  child  or  the 
work  will  not  hold  his  interest.  The  construction  must  represent  fairly  ac- 
curately the  article  it  is  intended  to  represent.  However,  the  material  result 
alone  is  not  our  aim.  We  are  concerned  with  the  development  of  reasoning, 
tudgment,  accuracy,  self  control,  originality,  and  real  power. 


U 


m 


ritxi: 


F 

M 

L^ 

NJ 

■- 

L^SI 



-^ 

1 

J 

cut 

¥/ 

Be 

<i 

Dresser 

I.  Represents  a  four-inch  square.  Let  the  children  name  objects  of  this 
shape;  as,  table,  mat,  handkerchief,  box,  etc.  How  many  edges  has  it?  (Four). 
Measure  the  length  of  each  edge.   (They  are  equal). 

II.  Represents  a  four-inch  square  showing  the  diameter  by  one  crease.  Ob- 
jects suggested  by  it:  book,  screen,  trough,  etc.  Facts:  two  rectangles,  equal 
in  size;  opposite  edges  equal. 

The  two  opposite  edges  in  II  are  folded  to  the  center  crease  to  rnake  III. 
I'lace  to  represent  screen,  cupboard,  table,  etc.  It  contains  foiu-  rectangles  of 
equal  size. 

IV.  Fold  the  other  diameter  in  III.  Fold  each  edge  to  center  crease.  Four 
rows  of  four  one-inch  squares.  How  many  squares?  (Sixteen).  Cut  on  the 
heavy  lines;  turn  the  corner  square  against  the  square  next  to  it  and  paste. 
This  makes  a  square  box.  A  strip  V^  inch  by  4  inches  may  be  pasted  on  op- 
posite sides  as  a  handle  and  we  have  a  basket.  Two  boxes  may  be  made  and 
one  of  them  used  as  a  cover. 


152 


ARITHMETIC— SECOND  YEAR 


Many  articles  for  a  doll-house  may  be  made  from  the  sixteen-square  or 
from  sixteen  oblongs.  Use  shapes  best  fitted  for  making  each  article.  Dresser, 
bed,  chair,  piano,  fire-place,  cupboard,  are  interesting  problems  for  every  child. 

It  is  more  simple  for  children  to  fold  sixteen  squares  or  jblnjgs  than 
twelve  or  nine.  We  cut  one  or  two  rows  of  squares  or  oblongs  -nl  ]ea\e 
twelve  or  nine.     In  the  following  cut  on  the  heavy  lines: 


w 

m 

^ 

^ 

II 

lAJ 

lAJ 

< 

m 

>" 

1 

/N 

i    H    I 


Rocker 


Chair 


There  are  interesting  constructions  without  the  use  of  paste.  These  are 
based  on  intersecting  planes. 

X  and  XI.  Cut  a  2-inch  square  and  a  2-inch  circle.  Fold  the  square  down 
the  middle  and  cut  the  folded  as  in  a  and  b  in  the  figure.  Cut  the  circle  into 
two  semi-circles,  and  insert  the  semi-circles  in  the  slits  a  and  b;  this  represents 
a  cradle.  Or  make  two  more  slits  like  a  and  b;  divide  semi-circle  into  twc 
equal  parts;  insert  these  pieces  of  the  circle  into  the  slits  and  we  have  a 
corner  cupboard. 

Divide  a  two-inch  square  into  two  equal  oblongs;  insert  in  the  slits  a  and  b 
of  the  preceding  construction  and  we  have  a  settee. 

Cut  slits  a  and  b  in  X  and  insert  a  strip  2-inches  oy  i^  inch;  fold  the  ends 
of  the  preceding  construction  and  we  have  a  settee. 

Fuller  directions  for  this  and  other  construction  work  may  be  found  in 
Jessie  Davies'  "Organized  Construction,"  published  by  Kindergarten  Collega, 
1200  Michigan  Ave.,  Chicago,  at  25c. 

Construction  correlated  with  other  work. 

In  the  fall  and  the  interest  in  farm  work  is  increased  by  planning  and  rep- 
resenting a  miniature  farm.  A  table  or  top  of  a  larger  desk  or  top  of  a  large  box 
may  be  used  for  this  scene.  The  fields,  pasture,  garden,  machinery,  buildings 
and  animals  may  be  represented  by  sticks,  paper,  and  clay. 


153 


COURSE  OF  STUDY 


1  ^   ^ 

^^■%':^^^H 

\^m     mm 

^^ 

r^^ 

I^^^B                 ■B^^^B 

ni^  /  ,^  JB 

k^^fl 

u 

A  grocery  store  constructed  hy  the  First  Grade  children  of  the  Model  School  of  the  Valley  City  Normal 


Many  of  these  products  are  later  found  in  the  grocery  or  general  storo. 
After  reports  of  observations  are  given  and  discussions  of  arrangements  of 
goods,  etc.,  the  children  and  teacher  may  visit  a  store  if  permission  is  given  by 
the  owner.  As  the  different  articles  are  being  made  by  the  children,  the  cost 
and  means  of  weighing  or  measuring  them  is  considered.  When  the  store  Is 
completed  the  children  use  toy  money  and  "play  store."  This  prepares  for  the 
Thanksgiving  work. 

Representing  the  history  thro  constructions  involves  measuring  study  of 
picportions,  size  and  form.  The  first  picture  in  the  group  illustrates  the  intei-- 
icr  of  a  Pilgrim  home.  The  second  shows  the  log  houses,  wigwams,  Plymouth 
Ii.oclv,  forest,  and  the  Mayflower  in  the  Bay. 

Christmas  work  comes  next.  Several  scenes  of  the  true  Christmas  story 
may  be  shown,  as  the  Sheperds  on  the  Hillside,  The  Wise  Men,  Little  Town  of 
Betlilehem,  Gifts  are  made  to  take  home.  The  true  Christmas  spirit  of  love  and 
thoughtfulness  is  felt. 

An  Eskimo  scene  may  be  made  in  January.  The  last  picture  shows  the 
Eskimo  village  including  icebergs,  igloo,  animals,  dogs,  sled,  and  people.  In 
February  a  soldier  camp  is  interesting.     During  the  spring,  Indian  life,  Robhi- 


154 


ARITHMETIC— THIRD   YEAR 


son  Crusoe,  Tree  Dwellers,  Story  of  Ab,  will  furnish  a  fund  of  sources  for  con- 
struction work. 

All  materials  are  simple  and  these  results  may  be  accomplished  in  any 
school  in  North  Dakota.     . 


THIRD  YEAR. 

The  third  year's  work  reviews  all  the  work  of  preceding  years  with  much 
drill  on  addition  combinations;  gradually  advances  the  pupil  in  reading  num- 
bers and  writing  them,  until  at  the  end  of  the  year  he  can  read  and  write  any 
number  to  100,000;  continues  practice  in  carrying  in  addition  and  borrowing  in 
substraction;  teaches  multiplication  and  division  tables  up  to  10  times  10  and 
the  use  of  these  tables  in  multipyling  numbers  of  three  and  four  digits  by  any 
number  of  one  digit  and  in  the  corresponding  short  divisions,  and  in  fractional 
parts  of  numbers  up  to  10  times  the  denominator  (a  single  digit).  Pupils  will 
have  a  book  now  but  the  bulk  of  the  work  will  still  be  given  by  the  teacher  in 
oral  and  blackboard  problems;  the  teacher  should  aim  in  these  problems  to 
keep  fresh  the  pupil's  acquaintance  with  denominations  in  common  use,  pint, 
quart,  gallon,  inch  ,foot,  yard,  pound,  cent,  dime,  dollar. 


FIRST  MONTH. 

1.  Review  their  reading  and  writing  of  numbers  with  gradual  advances. 

2.  Review  and  drill  on  addition  combinations  introduced  the  first  year  and 
with  them  the  corresponding  substractions. 

3.  Review  counting  by  2's  and  apply  it  in  drills  on  the  table  of  2's  up  to  9 
times  2  and  in  adding  columns  of  2's. 

4.  Using   2    as   a   multiplier,   find   its   product   with   any   number   of   two 
orders,  no  carrying;  then  with  numbers  of  three  orders. 

5.  Numbers  of  two,  then  three,  orders  divided  by  2,  the  dividend  being 
some  multiple  of  the  divisor  and  no  carrying  involved. 

6.  Apply  all  principles  in  numerous  practical  problems. 

SECOND  MONTH. 

1.     Counting  by  3's  reviewed  with  various  beginning  and  special  drill  as 
5  6  7  8  9 
3  3  3  3  3  with  corresponding  substractions  and  all  this  year  as  the  pupil  drills 

r-  5     5  15  35  75 

on  any  combination  as,  e.  g.  ^  let  him  apply  this  ^^   j[j  23    3    3    3  ®^^* 


2.  Multiplication  and  division  of  previous  months  reviewed  and  cases 
added  in  which  each  figure  or  pair  of  figures  is  a  multiple  of  the  divisor,  and 
later  other  cases  in  which  the  first  pair  of  figures  in  the  dividend  may  not  bo 
integral  multipliers  of  the  divisor,  as  in  llo^2. 

3.  Multiplication  by  3,  as  in  case  2  of  last  month. 

4.  Practical  problems.     Counting  by  2's,  4's,  etc.  up  to  9's 

155 


COURSE  OF  STUDY 


THIRD  MONTH. 
1.    Review    of    counting   by    4's    from   various    beginning,    and    especially 
5     6     7     8     9 
J^    J^    Jf    Jf    Jf  with  corresponding  substractions. 


2.  Counting  by  4's  from  0  and  multiplication  by  4  as  by  3  in  preceding 
month.     Review  2's  and  3's  often. 

3.  Division  by  2  and  3,  and  apply  in  finding  i^  or  %  of  two  place  numbers. 

FOURTH  MONTH. 

6     7     8     9 

1.  Review  of  5's  in  addition  from  various  beginnings,  especially  g    c     o     o 

with  corresponding  substractions.  

2.  Multiplication  by  5  and  division  by  5  or  4;  finding  one  fourth  or  one 
fifth  of  any  number  of  two  or  three  places  exactly  divisible  by  the  denominator 
of  the  fraction. 

3.  Much  drill  on  addition  of  columns  of  2's,  3's,  4's  and  5's,  and  multiplica- 
tion by  same  digits. 

4.  Problems  to  illustrate  and  digest  these  combinations  and  with  simple 
direct  explanations  required.  In  these  problems  tablet  or  board  may  be  em- 
ployed a  little  by  the  pupils,  but  the  bulk  of  the  class  work  should  be  purely 
mental. 

FIFTH  MONTH. 

6     7     8     9 

1.  Addition  and  substraction  of  6's,  especially  6    6    6    6 

2.  Multiplication  and  division  by  2,  3,  4,  or  5,  to  2  times  10,  5  times  10,  etc.; 
thoroly  reviewed  and  drilled  on  at  this  point  before  going  on  into  the  last  four 
tables  of  this  year. 

3.  Many  simple  problems  applying  these  combinations  to  pint,  quart  and 
gallon,  to  peck  and  bushel,  to  foot  and  yard,  cent  and  nickel,  half,  third,  and 
fourth  of  12  inches. 

SIXTH  MONTH. 

1.  Counting,  multiplying  and  dividing  by  6  up  to  6  times  10;  use  of  one 
sixth  of  any  of  these  multiples  of  6. 

2.  Writing  of  dollars  and  cents,  using  sign  and  decimal  point;  easy  prob- 
lems in  adding  and  substracting  the  same. 

3.  In  advancing  to  5  and  6,  do  not  forget  reviews  and  drills  on  2's,  3's  and 
4's.  If  at  any  time  the  class  seems  weak  on  some  number  or  table  taught 
earlier,  seize  an  early  opportunity  to  stop  and  drill  on  it  for  a  day  or  two. 

Many  practical  problems,  some  written  but  more  oral. 

SEVENTH  MONTH. 

7     8     9 
1.    Adding  by  7's  from  various  beginnings,  especially  7    7    7  and  corres- 
ponding substractions, 

156 


ARITHMETIC— FOURTH    YEAR 


2.  Counting,  multiplying  and  dividing  by  7  to  7  times  10. 

3.  Multiplying  by  any  digit  up  to  5  extended  to  numbers  of  four  places. 

4.  Use  of  one  sixth,  one  seventh,  etc.  applied  by  short  division  to  numbers 
of  two  and  three  digits,  exact  multiples  of  the  divisor. 

EIGHTH  MONTH. 

8     9 

1.  Counting  by   8's  from   various  beginnings,   especially  8     8 

2.  Multiplying  and  dividing  by  8's,  with  much  drill  on  the  table  of  7's 
and  8's.    Some  application  to  four  place  numbers. 

3.  Continue  the  oral  problems  and  the  practice  adding  and  substracting  U. 
S.  money,  noting  carefully  the  position  "of  the  decimal  point. 

ISINTH  MONTH. 

6     7     8     9 

1.  Counting  by  9's  from  various  beginnings,  especially  noting  9    9    9    9 

6978  

and  applying  them  in  29  59  39  Jj9  etc 

2.  Counting  by  9's  from  0  to  90  and  application  of  it  to  multiplication  and 
division  by  9's. 

3.  Application  of  sixths,  sevenths,  eighths,  and  ninths  in  oral  drill  with 
multiples  of  the  denominator  up  to  ten,  and  some  use  of  the  same  fractions  of 
exact  multiples  of  the  denominator  of  three  and  four  places. 

4.  Addition  and  substraction  of  fractions  of  a  common  denominator  up  to 
ninths  or  tenths. 

FOURTH   YEAR. 

The  book  will  be  used  more  this  year  than  before,  but  in  this  increasing 
use  of  the  book  the  teacher  must  not  confine  the  work  to  the  book.  There  will  be 
much  need  for  blackboard  problems  both  in  the  nature  of  drills  and  in  practical 
application  of  number.  In  every  grade,  too,  there  must  be  much  oral  work  both 
in  the  drills  and  in  the  introduction  of  new  kinds  of  work. 

Give  all  the  practical  and  supplementary  work  that  time  will  permit. 

All  illustrations  and  explanations  should  be  clear  and  often  repeated. 

Drill  in  neatness  of  work  on  paper  and  on  the  board. 

This  year's  work  carries  the  multiplication  tables  through  12x12;  intro- 
duces use  of  a  multiplier  of  twa  or  more  orders;  and  teaches  long  division.  As 
heretofore,  the  application  of  all  these  operations  to  practical  problems  goes 
hand  in  hand  with  learning  the  operation, 

FIRST  MONTH. 
Review  of  the  elementary  operations  already  studied.     Part  of  the  work 
each  day  should  be  adding  columns  of  four  to  six  figures  practicing  for  both 
accuracy  and  speed.     Another  part  should  be  reviews  of  the  multiplications  by 
numbers  up  to  five. 

157 


COURSE  OF  STUDY 


Division  of  these  numbers  and  application  of  these  divisions  in  fractions. 
*  Apply  to  all  the  denominations  so  far  studied. 
Extend  multiplication  table  to  2x12,  3x12,  4x12,  and  5x12. 

SECOND  MONTH. 

Addition  of  columns  of  six  or  seven  figures,  with  many  6's,  7's,  and  8's 
in  the  column. 

Multiplication  by  6,  7,  and  8,  reviewed  and  extended  to  -6x12,  7x12,  8x12, 
division  by  the  same  numbers. 

Apply  in  fractions  to  numbers  up  to  12  times  the  denominator  orally  and  in 
occasional  written  problems  up  to  three  or  four  figures. 

Apply  to  quarts  and  pecks.  Reduction  of  gallons  and  quarts  to  pints  (all 
three  denominations  in  one  problem  while  before  there  have  been  "out  two 
denominations  in  one  problem)  likewise  yards  and  feet  to  inches,  ^nd  bushels 
and  pecks  to  quarts. 

Addition,  substraction,  multiplication,  division  of  United  States  money  by 
any  number  of  one  digit  (especially  attention  to  the  decimal  point.) 

Continue  the  wor  kn  fractions;  many  problems,  mainly  oral,  in  finding  cost 
of  %,  M,  etc.,  dozen  articles  at  so  much  per  dozen,  or  so  much  per  article. 

THIRD  MONTH. 

Addition  of  columns  of  six  or  eight  figures  with  many  7's,  S's,  and  9's  in  the 
column. 

Multiplication  and  division  by  9  and  application  to  sq.  ft.  and  sq.  yds. 

Further  practice  with  United  States  money,  adding  to  the  kinds  of  work 
already  used  the  fractional  parts  of  a  dollar. 

Much  practice  in  short  division  and  often  with  remainders;  teach  the  ex- 
pressing of  the  remainder  either  as  a  remainder  or  as  a  fraction. 

FOURTH  MONTH. 

Multiplication  by  numbers  expressed  by  two  digits. 

Multiplication  by  numbers  of  two  orders  ending  in  0,  as  20,  40,  80,  60.  Ap- 
ply in  problems  in  seconds,  minutes,  and  hours 

Continue  simple  work  in  fractions;  illustrate  concretely  the  equality  :  •  i  e- 
half  and  two-fourths,  one-third  and  two-sixths  or  three-ninths,  using  iividtd 
lines,  or  rectangles  or  circles. 

Continue  practice  in  short  division. 

FIFTH  MONTH. 

Begin  long  division  with  problems  that  "come  out  even"  and  have  only  two 
figures  in  the  quotient  as  well  as  two  in  the  divisor.  At  first  use  11  and  21  as 
divisors,  since  with  these  the  pupil  can  easily  determine  the  quotient  figure .. 
Gradually  increase  the  difficulty  of  the  divisor,  but  this  does  not  mean  exactly 
increase  the  size;  several  easy  divisors  are  11,  21,  31,  41,  22,  32,  51,  Gl,  71,  13,  52, 
63,  72,  74,  etc.  Among  the  most  difficult  (consequently  to  be  left  until  later) 
are  28,  29,  38,  39,  and  above  all  17,  18,  19.  (Do  not  allow  use  of  long  division 
where  the  divisor  is  in  one  figure.) 

158 


ARITHMETIC— FOURTH    YEAR 


*  Continue  practice  and  concrete  illustration  in  changing  small  fractions  io 
lower  or  higher  terms. 

Providing  for  work  in  division,  by  multiplying  divisor  and  quotient  to- 
gether to  get  the  dividend;  if  in  dividing  there  was  a  remainder,  it  would  be 
added  to  product  of  quotient  and  divisor  to  get  the  dividend. 

Use  names  of  divisor,  dividend,  quotient,  remainder,  as  names  witho:;t 
asking  the  pupils  to  memorize  definitions  of  the  terms. 

SIXTH  MONTH. 

Continue  long  division,  using  occasional  more  difficult  divisors,  but  not  so 
often  as  to  endanger  the  pupil's  understanding  of  the  process;  have  a  problem 
or  two  proved  every  day. 

Give  drill  in  addition  and  in  multiplication  especially  if  the  inaccuracy  in 
division  shows  the  need  of  it. 

SEVENTH  MONTH. 

Continue  work  in  long  division,  and  now  the  divisors  should  often  be  num- 
bers of  three  orders,  beginning  with  such  divisors  as  213,  G21,  317,  etc.,  and 
avoiding  such  divisors  as  193,  287,  178,  etc. 

More  work  in  simple     reductions     in     fractions     and     additions     such     as 
IVi     51^     4% 
21/4     SYj     0%  and  the  addtition  of  514  to  3  3-10;   also  substractions  involving 

similar  reductions  but  not  involving  any  reductions  of  mixed  numbers. 

Reductions  in  the  table  of  time,  but  with  seldom  more  than  three  denomina- 
tions in  the  same  problem  (in  actual  business  one  has  seldom  more  than  two 
denominations  in  the  same  problem.) 

Fundamental  operations  in  United  States  money  continued. 

EIGHTH  MONTH. 

Much  oral  ^oi'k  applying  the  tables  of  multiplication  and  division  and  the 
smaller  fractions  to  the  measurements  now  known. 

Long  division  with  three  digits  in  the  divisor;  have  one  or  two  problems 
proved  each  day. 

Give  much  practice  in  short  division  and  insist  where  the  problem  requires 
division  by  any  number  of  one  digit  that  short  division  be  used. 

Problems  applying  the  combinations  of  numbers  of  two  or  three  orders. 

NINTH  MONTH. 

Reducing  of  fractions  to  lower  and  higher  terms  (but  no  numbers  usel 
except  those  involved  in  the  tables  up  to  10x12.)  Reducing  of  mixed  numbers 
to  improper  fractions,  illustrated  concretely  at  first,  then  applied  in  larger 
numbers,  but  confining  the  work  to  numbers  learned  in  the  tables  and  with  no 
numerators  in  the  answer  larger  than  75. 

Review  of  the  year's  work. 

159 


COURSE   OF  STUDY 


^  FIFTH  YEAR. 

General  Suggestions: 

If  the  work  is  carried  out  as  outlined  above  the  pupil  arrives  at  the  fifth 
grade  with  considerable  knowledge  of  fractional  parts  of  measures,  quantities, 
and  numbers.  He  has,  however,  little  systematic  knowledge  of  fractions  under 
that  name;  this  year's  work  is  to  collect  and  systematize  his  knowledge  and  to 
extend  it  through  the  principal  kinds  of  problems  that  arise  in  the  fundamental 
operations  with  fractions. 

It  is  expected  as  before  that  there  will  be  much  oral  work  (1)  in  drills, 
(2)  in  presenting  any  new  topics,  and  (3)  often  simply  to  help  the  pupil  gain 
and  keep  the  habit  of  picturing  to  himself  the  conditions  of  the  problem. 

The  work  of  this  year  is  still  with  fractions  whose  common  denominators 
can  be  found  mentally. 

After  the  half  year  of  work  in  common  fractions,  the  remainder  of  the 
year  is  given  to  decimal  fractions  and  applications  of  the  two  denominate  nuiu- 
bers. 

FIRST  MONTH. 

Review  of  multiplication  and  division;  practice  in  long  and  short  division 
starting  with  easy  divisors  and  progressing  into  more  difficult  ones  as  fast  as 
the  skill  of  the  class  will  permit. 

Teach  clearly  the  meaning  of  the  numerator  and  the  denominator  in  the 
fraction  (not  merely  the  definition  of  these  two  words,  but  by  numerous  illus- 
trations make  clear  the  work  each  actually  does.)  Give  plenty  of  work  in 
writing  and  reading  fractions.  Use  small  numbers.  Every  new  relation 
should  be  developed  by  means  of  oral  work;  continue  to  devote  the  entirfe 
period  to  mental  arithmetic  at  least  once  a  week;  every  process  or  relation 
mastered  should  be  reviewed  by  means  of  simple  illustrative  examples  orally. 
(Simple,  informal  analysis.) 

Practice  in  reducing  fractions  to  higher  and  to  lower  terms  continued,  and 
gradually  some  written  work  introduced. 

SECOND  MONTH. 

Continue  work  in  reduction  to  higher  terms  and  apply  to  addition  and 
substraction  of  fractions.  (Let  the  denominators  used  1  e  such  that  the  com 
mon  denominator  can  be  determined  by  inspection. 

Much  oral  drill  in  simple  fractions  applied  to  the  denominate  numbers 
learned  in  previous  years. 

Reduction  of  numbers  to  improper  fractions  reviewed  and  extended  to 
larger  numbers. 

THIRD  MONTH. 

Teach  multiplication  of  fractions. 

Simple  fraction  by  a  whole  number. 

Fraction  by  a  fraction. 

Mixed  number  by  a  fraction  or  whole  number. 

Mixed  number  by  a  mixed  number.  (In  the  last  two  of  these  be  especially 
careful  not  to  make  the  numbers  too  large  or  the  problem  too  complicated.)  Be 
sure  that  each  step  is  clear  before  anything  new  is  undertaken. 

160 


ARITHMETIC— FIFTH    YEAR 


Apply  to  denominate  numbers  and  practical  problems,  as  6i/4  lbs.  of  butter 
at  24c.;  4%  rods=how  many  feet?  2%  milesr=liow  many  rods? 

FOURTH  MONTH. 

Review  the  work  in  fractions  already  done. 

Teach  division  of  fractions.  Give  plenty  of  oral  work  and  take  up  the 
division  slowly  mastering  eaqh  step  before  another  is  begun. 

First  division  of  a  fraction  by  a  whole  number  which  will  exactly  divide  th } 
numerator;  next,  division  of  a  fraction  by  multiplying  the  denominator;  divis- 
ion of  a  fraction  by  a  fraction;  division  of  a  mixed  number  by  a  fraction,  or 
vice  versa;  and  finally  division  of  a  mixed  number  by  a  mixed  number.  In  all 
this  work  give  special  attention  to  the  how;  it  is  not  necessary  at  this  stage 
that  the  pupil  be  able  to  explain  fully  all  the  steps  he  has  taken — it  is  sufficient 
if  he  can  take  the  steps. 

FIFTH  MONTH. 
Finish  review  of  common  fractions.    Teach  how  to  read  and  write  decimals. 
Introduce  work  in  decimals  by  reviewing  notation.     Illustrate,  if  necessary,  by 
device  similar  to  the  following: 


1    1   1    |91     1 

1   1   |9|0|   ,1 

10X9 

1    |9|010|     1 

10X90  or  100x9 

191010101      1 

10X900   or   1000x9 

1   19|0|0|     ! 

9000- 

-10 

1 1  \m  1 

900- 

-10 

1    1    1    |9|     1 

90- 

-10 

MM  1-91 

9- 

-10= 

MM  l-0|9 

9/10- 

-10=9/100 

Show  that  a  decimal  fraction  has  a  numerator  and  a  denominator,  and 
that  each  of  these  terms  is  a  whole  number.  See  that  the  decimal  point  is  al- 
ways written.  Change  common  fractions  to  decimal  fractions  and  vice  versa. 
Show  effect  of  annexing  ciphers  or  removing  them  from  the  right  of  a  decimal. 

If  the  class  is  weak  in  fractions,  do  not  hesitate  to  amplify  and  continue 
the  reviews  until  the  pupils  have  mastered  the  topic. 

There  is  nothing  to  gain  and  everything  to  lose  hy  hasty  and  careless  num- 
ber icork  at  this  stage.  Do  not  follow  the  text  slavishly,  but  estimate  the 
pupil's  reasoning  power  and  let  that  be  the  standard  determining  both  grade 
of  material  and  rate  of  progress. 

See  that  you  clearly  understand  fractions  yourself  and  enthusiasm  will 
result. 

SIXTH  MONTH. 

Teach  addition,  substraction,  multiplication  and  division  of  decimals.  Give 
problems  in  multiplication  of  common  fractions  in  which  the  denominator  of 
multiplier  and  multiplicand  is  10  or  some  power  of  10.  Then  have  product 
written  as  a  decimal.    As  soon  as  pupils  understand  this  work  reasonably  well 


161 


COURSE  OF  STUDY 


thfe  rule  for  "pointing  off"  in  product  may  be  developed.  Give  especial  attentio  i 
to  pointing  off  in  division  of  decimals.  Illustrate  by  process  similar  to  those 
given  in  multiplication.  Give  frequent  drills  of  this  kind:  10^.01=? 
1000-.0001=?,  etc. 

Especially  fix  in  the  mind  the  decimal  equivalents  of  %,  %,  %,  %,  %,  and 
%  to  three  places. 

SEVENTH  MONTH. 
Work  in  decimals  continued.  Take  up  denominate  numbers  and  drill  on 
the  tables  of  linear  measure  (omitting  the  furlong),  square  measure,  cubic 
measure,  liquid  measure,  dry  measure,  time  measure  and  United  States  money. 
Review  fractions  common  and  decimal  in  connection  with  the  exercises  in 
denominate  number,  but  make  these  problems  practical;  remember  that  in 
square  measure,  e.  g.,  the  pupil  will  probobly  have  some  occasion  in  life  to  relate 
sq.  in.  and  sq.  ft.  with  each  other,  likewise  sq.  ft.  and  sq.  yards;  again  he  will 
have  to  handle  together  sq.  mi.,  acre,  and  sq.  rd.;  but  he  will  never  have  any 
likelihood  in  life  of  needing  to  reduce  sq.  in.  to  sq.  rds.,  acres  or  sections.  Like- 
wise, in  the  table  of  time  we  often  reduce  sections  to  minutes,  or  days  to  hours, 
or  days  to  weeks,  or  months  to  years,  but  we  do  not  have  occasion  to  reduce 
seconds  to  years,  etc  Thus  in  our  school  work  we  should  avoid  those  inter- 
minable reductions  of  456732  seconds  to  days,  hours,  etc.;  2  sq.  mi.,  3  a.,  75 
sq.  rds.  to  sq.  in;   %  sq.  rd.  to  sq.  yd.,  sq.  ft.  and  sq.   in. 

EIGHTH  MONTH. 
Teach  reduction  ascending  and  descending.  Have  some  solutions  in  state- 
ment form  and  insist  on  correct  statements;  allow  most  the  problems  to  be 
solved  in  ordinary  business  form.  Insist  on  neatness  of  work  on  paper  or 
board.  Teach  pupils  to  read  problems  correctly  and  give  clear  explanations. 
Review  all  the  practical  applications  of  fractions  and  denominate  numbers 
thus  far  given  and  apply  cubic  measure  to  bin  and  rectangular  tank  measure- 
ment, figuring  four-fifths  of  the  number  of  cu.  ft.  in  a  bin  as  the  number  of 
gallons  a  tank  will  hold;  buy  or  sell  hay  by  weight,  figuring  it  out  the  long 
way  first,  and  then  showing  that  to  multiply  the  weight  in  pounds  by  half  the 
price  per  ton  and  point  off  three  places  gives  the  same  result  and  more  quickly. 

NINTH  MONTH. 
Review  the  year's  work;  give  much  oral  drill;  give  much  written  drill 
and  of  great  variety — at  the  same  time  remembering  that  these  reviews  prob- 
lems following  fractions  easily  slip  over  into  puzzle  problems  and  problems 
of  no  practical  value.  In  the  review  do  not  omit  use  of  denominate  numbers  so 
far  as  studied. 

SIXTH  YEAR. 

General  Suggestions: 

The  sixth  year  goes  on  with  the  treatment  of  common  fractions  and  besides 
the  general  purpose  of  increasing  the  pupil's  knowledge  of  them  and  his  skill 
in  handling  them  it  makes  the  following  particular  advances:  — 

Introduces  finding  the  Least  Common  Multiple. 

162 


ARITHMETIC— SIXTH   YEAR 


Introduces  cancellation,  aliquot  parts,  and  other  short  methods. 

Uses  larger  numbers  in  the  denominatiors. 

The  new  work  introduces  further  practical  applications  of  denominate  nuni< 
bers,  bills,  the  beginning  of  percentage,  and  the  finding  of  interest  on  a  given 
sum  of  money. 

FIRST  MONTH.  , 

Drils  in  addition,  multiplication  and  long  and  short  division.  Do  not  allow 
long  division  by  any  number  of  one  digit. 

Many  oral  problems  in  applying  the  above  drills  to  the  review  of  the  tables 
of  denominate  numbers.  ' 

Short  methods. 

Multiplying  by  an  integer  ending  with  0  or  O's;  division  by  the  same  num- 
bers.   Apply  to  loads  of  wheat  weighed  and  reduced  to  bushels. 

Multiply  by  50  as  half  that  number  of  hundred;  as,  50  x  64  is  i^  of  6400  or 
3200.    Likewise  by  25  as  %  of  the  number  of  hundred. 

Apply  the  multiplication  and  division  in  factoring  to  prime  factors  of  tho 
numbers  involved  in  the  tables  to  12x12. 

SECOND  MONTH. 

Reduction  of  fractions  to  lower  and  higher  terms  reviewed  quickly  and 
also  reduction  of  mixed  numbers  to  improper  fractions. 

Reduction  of  fractions  to  a  common  denominator,  teaching  factoring  method 
of  finding  Least  Common  Multiple,  and  giving  not  too  difficult  denominators  to 
handle  in  this  way. 

Continue  drills  in  short  methods  of  preceding  months  and  teach  multipli- 
cation by  33%  as  taking  %  of  that  number  of  hundred. 

Have  a  few  minutes'  drill  nearly  every  day  on  rapid  addition,  the  multipli- 
cation tables,  counting  by  2's,  3's,  etc.,  from  various  beginnings. 

Teach  with  the  globe  the  fact  of  the  earth's  rotation  through  15  degrees 
every  hour  and  give  a  few  examples  and  problems  from  the  map  or  globe. 

THIRD  MONTH. 

r 

Continue  reduction  of  fractions  to  the  least  common  denominator  and  apply 
to  addition  and  subtraction  of  fractions. 

Have  pupils  make  out  carefully  and  neatly  one  or  two  bills  each  week  after 
teacher  and  pupils  have  worked  out  two  or  three  bills  together. 

Extend  aliquot  parts  of  100  to  20,  lOVs,  12%,  and  review  those  of  preceding 
months.  -  "ji^ 

Keep  up  the  drills  in  the  fundamental  operations. 

FOURTH  MONTH. 

Thoro  review  of  multiplication  of  fractions  with  more  difficult  problems 
than  in  preceding  grade;  apply  cancellation. 

Many  applications  of  aliquot  parts  to  tables  now  known  and  add  problems 
similar  to  the  following: 

163 


COURSE  OF  STUDY 


2^  X  42  is  ^  of  420  or  105.  TVs  X  32  is  %  of  320  or  240.  S^j  X  54  is  % 
of'540  or  180.     6%  x  75  is  Vs  of  750  or  500. 

Land  measure;  table  learned;  many  problems  in  finding  area  in  acres  with 
dimensions  (rectangular)  given  in  rods;  or  finding  how  wide  is  a  piece  of  land 
of  a  given  length,  containing  a  given  number  of  acres. 

*  FIFTH  MONTH. 

Division  of  fractions. 

Division  of  a  fraction  by  a  whole  number  . 
Division  of  a  fraction  or  a  whole  number  by  a  fraction. 
Division  of  a  mixed  number  by  a  fraction. 
Division  of  a  mixed  number  by  a  mixed  number. 
Apply  to  the  reduction  of  yards  or  feet  to  rods  and  sq.  yds.  to  sq.  rds.    Albo 
to  bin  and  tank  measurements;  as,  A  bin  8  ft.  square  must  be  how  deep  to  hoi  J 
512?    A  tank  8  ft.  by  2l^  ft.  must  be  how  deep  to  hold  360  gallons. 
Two  bills  carefully  written  out  each  week  and  receipted. 
Teach  lumber  measure,  spend  two  or  three  days  on  it,  then  have  a  problem 
or  two  in  its  application  every  day  for  two  or  three  weeks. 

SIXTH  MONTH. 

Decimal  fractions. 

Notation  and  numeration  thoroughly  reviewed. 

Reduction  of  a  common  fraction  to  a  decimal  and  vice  versa. 

Addition  and  subtraction  of  United  States  money  and  then  the  addition  and 
subtraction  of  other  decimals. 

Multiplication  and  division  of  decimals. 

Apply  decimals  to  things  bought  or  sold  by  the  hundred,  or  hundred  weight, 
also  to  denominate  numbers  and  to  bin  and  tank  measurement,  substituting  8 
for  four-fifths  and  7.5  for  7^. 

Teach  finding  area  of  right-angled  triangles. 

SEVENTH  MONTH. 

Review  thoroughly  common  and  decimal  fractions  and  their  applications  to 
denominate  numbers. 

Review  all  the  tables  involved,  especially  linear  and  square  measure,  avoir- 
dupois weight,  liquid  and  dry  measure,  circles  and  degrees,  time;  drill  in  rela- 
tive terms,  until  pupil  thinks  of  8  oz.  as  half  pound,  4  oz.  as  quater  pound,  IGO 
rds.  as  half  mile,  and  vice  versa,  etc. 

Give  much  practice  in  the  various  reductions  of  denominate  numbers, 
(usually,  however,  simply  reducing  from  one  term  to  next  above  or  below.  Sec 
caution  of  seventh  month,  sixth  year.) 

EIGHTH  MONTH. 
Much  practice  in  reducing  common  fractions  to  others  whose  denominator 
is  100;  percent  introduced  as  the  special  name  given  to  hundredths.     Practice 

164 


ARITHMETIC— SEVENTH   YEAR 


in  expressing  per  cent  by  common  and  especially  by  decimal  fractions.  Find  a 
given  per  cent  of  certain  quantities,  sometimes  by  common  fractions  and  some- 
times by  decimal.     Apply  to  commercial  discount. 

NINTH  MONTH. 

Apply  this  first  case  of  percentage  to  the  finding  of  interest  for  one  year, 
then  for  two  or  more  years,  then  for  i^,  i/i,  or  other  fraction  of  a  year.  Then 
introduce  months  as  a  fraction  of  a  year  and  find  Interest  for  years  and  months. 
Finally  show  some  standard  way  to  figure  interest  and  give  considerable  drill 
in  its  use.      Continue  practice  with  commercial  discount. 

Review  aliquot  parts  and  apply  to  percentage,  first  case. 

SEVENTH   YEAR. 

This  year's  work  continues  the  practical  applications  of  the  measures, 
especially  square  and  cubic  measures,  and  makes  a  thoro  study  of  percentage 
and  its  common  business  applications.  It  is  expected  that  as  heretofore  one- 
third  or  about  that  of  the  recitation  time  shall  be  given  to  oral  drill,  oral  prac- 
tice with  problems  whose  conditions  are  easily  pictured.  It  is  expected  too 
that  wherever  the  arithmetic  involves  actual  business  operations,  as  taxes,  in- 
surance, commission,  notes,  etc.,  the  teacher  will  seize  the  opportunity  to  make 
clear  to  the  pupil  such  business  operations  are  conducted,  thus  using  his  arith- 
metic as  a  means  of  understanding  of  the  conditions  under  which  he  is  to  live. 

FIRST  MONTH. 

Learn  the  weight  of  a  bushel  of  potatoes,  and  of  a  bushel  of  each  of  the 
seeds  and  grains  that  are  commonly  handled  in  this  state,  and  apply  these  in 
finding  the  number  of  bushels  and  value  of  loads  of  a  given  weight,  etc. 

Apply  linear  and  square  measure  to  measurements  of  land;  leiarn  the  dimen- 
sions in  rods  of  a  section,  a  quarter,  an  eighty,  a  forty;  learn  to  number  the 
sections  in  a  township,  and  to  locate  on  a  township  map  by  description. 

Figure  areas  of  rectangles  and  right  triangles  and  apply  to  pieces  of  land, 
floor  areas,  and  to  painting  barns. 

Much  oral  drill  in  addition,  multiplication,  and  easy  fractions. 

SECOND  MONTH. 

Continue  the  use  of  square  measure  and  apply  it  to  lumber,  shingling,  car- 
peting, plastering  and  lathing.  Talk  with  a  practical  carpenter  and  find  how- 
he  figures  these  things. 

Have  pupils  use  foot  rules,  square,  yard  stick,  and  tape  line;  let  them 
measure  various  rooms  at  home  and  school  and  make  up  problems  illustrating 
these  operations. 

THIRD  MONTH. 
Apply  cubic  measures  to  excavations,  wood,  stone,  masonry,  brick,  capacity 
of  bins,  capacity  of  rectangular  tanks.     Find  out  the  price  per  cubic  yard  for 
excavating  cellars,  price  of  stone  per  cord,  cost  of  laying  the  stone,  and  figure 

165 


COURSE  OF  STUDY 


out  the  cost  of  a  basement,  counting  in  excavation,  stone  for  a  wall  of  given 
thickness,  cement  floor.  In  the  same  way  make  up  other  problems  similar  to 
those  your  pupils  will  later  meet  in  life. 

FOURTH  MONTH. 

Teach  number  of  cubic  inches  in  a  gallon  and  number  in  a  bushel;  number 
of  pounds  in  a  barrel  of  flour,  salt,  beef,  or  bushel  of  coal ;  weight  of  a  cubic  foot 
of  water  (62.i^  pounds)  or  of  a  pint  of  water  (about  one  pound.) 

Give  many  practical  problem  illustrating  uses  of  these  values  to  fix  them  in 
memory. 

Have  pupils  solve  a  few  problems  of  capacity  exactly,  using  321  cubic  inches 
for  a  gallon  and  2150.4  cubic  inches  for  a  bushel;  then  let  them  solve  the  same 
problem  approximating  values  as  in  the  fifth  grade;  compare  results. 

Review  all  weights  and  measures  and  their  applications  studied  this  yea", 
especially  any  that  have  made  your  class  trouble. 

FIFTH  MONTH. 

Percentage.  The  important  point  in  teaching  the  subject  is  to  show  that  it 
involves  nothing  new  but  is  simply  a  repetition  of  principles  with  which  the 
pupil  ought  to  be  already  familiar.  Lead  up  to  the  subject  thro  the  following 
steps: 

Reduce  many  common  fractions  to  equivalents  whose  denominator  is  100; 
reverse  the  operation. 

Separate  the  idea  of  per  cent  from  dollars  and  cents;  consider  it  as  parts. 

Teach  the  fractional  equivalents  of  50,  25,  121/2,  61^,  20,  10,  40,  60,  75,  331/5, 
16%  and  66V3  per  cent,  and  apply  these  per  cents  thru  the  equivalent  fractions 
in  the  first  case  of  per  centage.    E.  g.,  25%  of  840  is  14  of  840,  or  210. 

Thus,  the  first  case  in  percentage  is  seen  to  be  merely  multiplying  by  a 
fraction  or  a  decimal.  Many  like  to  find  1%,  and  then  from  that  any  given  pet- 
cent;  this  is  helpful  where  the  problem  is  to  find  i^,  Vio,  and  %  per  cent,  etc  , 
but  in  most  other  cases  it  seems  unnecessarily  long. 

In  all  this  use  much  oral  work. 

SIXTH  MONTH. 

Apply  the  first  case  in  percentage  to  Commission,  to  Commercial  Discount 
(first  a  single  discount,  then  two  or  occasionally  three),  to  Fire  Insurance,  and 
lastly  to  Profit  and  Loss  and  the  Marking  of  Goods.  The  purpose  here  is  not 
that  the  pupil  shall  become  able  simply  to  solve  the  problems,  but  that  the 
teaching  of  the  number  side  of  these  business  operations  will  be  a  means  of 
teaching  him  how  the  business  operations  are  really  carried  on. 

SEVENTH  MONTH. 

Teach  the  indirect  cases  of  percentage  and  apply  them  to  Commission  and 
Profit  and  Loss. 

Give  the  last  week  of  the  month  to  finding  of  interest  for  years  and  for 
years  and  months. 

Show  that  the  operations  of  percentage  may  be  classified  as  follows: 

Those  in  which  we  are  to  find  a  certain  per  cent  of  a  number. 

166 


ARITHMETIC— SEVENTH   YEAR 


To  find  a  number  of  which  a  certain  per  cent  is  given. 

To  find  what  per  cent  one  number  is  of  another. 

Solve  many  simple  problems,  sometimes  by  common  fractions  whose  de- 
nominator is  100,  sometimes  by  decimal  fractions,  sometimes  by  common  frac- 
tions representing  aliquot  parts.  ^ 

The  following  problems  represent  one  form  of  solution  of  the  indirect 
cases: 

To  find  the  rate.  This  may  be  taught  by  reviewing  the  case  in  fractions 
where  the  part  one  number  is  of  knother  is  found.  Thus  to  express  what  part 
3  is  of  4  we  write  %.  The  fraction  may  then  be' reduced  to  per  cent.  In  finding 
what  per  cent  greater  or  less  one  number  is  than  another  the  process  is  simi- 
lar. To  find  what  per  cent  greater  12  is  than  8,  we  subtract  8  from  12,  then 
write  4-8  or  50%  as  the  per  cent  which  12  is  greater  than  8.  In  expressing  how 
much  less  one  number  is  than  another,  the  larger  number  is  of  course  the  de- 
nominator. 

To  find  the  number  of  which  a  certain  per  cent  is  given.  This  may  be 
taught  by  reference  to  the  corresponding  case  in  fractions.  If  %  of  a  number 
is  12,  the  number  would  be  found  as  follows: 

%  of  the  number  is  12. 

1/4  of  the  number  is  4. 

V4  of  the  number  is  16. 

Then  similarly  in  percentage.  It  will  be  well  to  show  that  this  is  really 
dividing  by  the  given  rate.  With  per  cents  that  do  not  easily  reduce  to  frac- 
tions the  process  is  the  same;  e.  g.,  if  17%  of  a  number  is  85,  one  per  cent  is 
5  and  100%  is  500,  the  per  cent  sign  being  regarded  as  the  denominator  of  the 
fraction. 

In  problems  where  the  number  given  has  been  increased  or  decreased  a 
certain  per  cent  the  process  is  the  sam,  bui  the  rate  correspond  to  the  number 
given;  e.  g.,  if  the  number  has  been  increased  25%  it  is  125%  or  %  of  the 
original  number;  if  it  has  been  decreased  16  it  is  "Aoo  of  the  original  number. 
Have  solved  a  few  problems  illustrating  this  and  then  apply  it  as  the  other 
cases  of  percentage  were  applied. 

EIGHTH  MONTH 

Teach  one  good  method  of  finding  interest  between  two  dates,  and  apply  it 
to  interest  on  notes  and  to  bank  discount.  The  use  of  the  cancellation  method 
or  some  other  simple  method  is  suggested. 

Partial  payments  by  the  United  States  rule  (one  or  two  payments  general- 
ly, seldom  over  three);  annual  interest  (no  problem  over  four  years);  com- 
pound interest  (never  over  three  compoundings,  as  the  purpose  is  to  make  clear 
the  principle,  not  to  provide  busy-work.) 

In  connection  with  promissory  notes,  have  the  class  write  the  notes,  and 
learn  the  meaning  of  the  terms  maker,  payee,  indorser,  for  value  received,  or 
order,  grace,  joint  and  several,  negotiable.  Be  careful  in  explaining  negotiabil- 
ity; it  is  not  true  as  so  often  stated  that  non-negotiable  notes  cannot  be  legally 
sold. 

167 


COURSE  OF  STUDY 


NINTH  MONTH 

Taxes. 

Duties  or  Customs. 

Review  of  the  year's  work. 

Go  to  a  civil  government  text  and  get  the  material  for  explaining  the  pro- 
cess of  making  the  levy,  the  assessment,  and  computing  the  tax-rate,  and  then 
the  tax  of  an  individual.  If  possible  learn  the  asessed  valuation  of  your  town- 
ship or  district,  and  the  levy  of  the  same  year  and  determine  the  rate.  Get 
tax  notices,  both  from  individuals  and  the  general  notice  published  in  the 
papers;  get  tax  receipts.  Show  that  percent  is  not  sufficiently  exact,  so  that 
while  figured  on  a  percentage  basis,  taxes  are  usually  rated  in  mills  and  tenths 
of  a  mill. 

EIGHTH  YEAR. 

This  year's  work  is  to  review  and  drill  in  the  fundamental  operations;  teach 
the  keeping  of  the  ordinary  home  and  farm  accounts;  study  ratio  in  its  com- 
mon applications;  learn  square  root  and  apply  it  to  mensuration;  and  finally 
make  a  thoro  review  of  the  whole  field  of  arithmetic  with  considerable  empha- 
sis on  explanations  and  principles. 

FIRST  MONTH 

Most  of  the  class  time  of  this  month  is  to  be  devoted  to  drill  on  the  fun- 
damentals, especially  addition  and  multiplication;  apply  time  tests  wherever 
possible,  insist  on  a  fair  rate  of  speed  as  well  as  accuracy;  have  any  pupils 
who  are  noticeably  weak  do  some  special  work  to  bring  up  their  speed  and 
accuracy.  For  many  practical  suggestions  especially  valuable  in  these  driLs 
but  almost  as  valuable  all  thru  intermediate  grade  arithmetic,  secure  from 
Westland  Educator  Da  vies'  Fundamental  Operations  in  Arithmetic   (15c). 

Problems  outside  class  should  review  percentage  and  its  applications;  pro- 
sent  a  second  method  of  finding  interest;  and  solve  a  few  problems  each  in 
finding  anyone  of  principal,  interest,  rate,  and  time,  with  the  other  three  ele 
ments  given. 

SECOND  MONTH 

Bills  and  Accounts.  Have  the  pupils  bring  in  old  bills  from  home;  mak.^ 
out  bills  for  goods  bought  at  the  grocery,  hardware,  or  clothing  store;  for  hay 
and  feed  sold;  for  services  rendered  to  or  by  the  pupils.  Have  the  bills  pro- 
perly made  out,  and  sometimes  paid  by  check  or  promissory  note;  have  the 
check  or  note  made  out;  properly  receipt  the  bill.  Sometimes  allow  a  discount 
of  2  or  3  per  cent  for  cash  and  enter  the  discount  properly  in  the  bill. 

Have  the  pupil  keep  an  actual  or  imaginary  cash  account — his  own  cash 
receipts  and  expenditures. 

Make  out  a  double  account  with  the  grocer,  on  one  page  crediting  him 
for  goods  bought  from  him,  and  on  the  other  debiting  him  for  all  eggs,  butter 
or  potatoes,  furnished  him,  for  cash  paid  him,  or  for  goods  returned  to  him. 
Likewise  keep  an  account  with  a  potato  or  corn  field,  debiting  it  for  every  bit 
of  labor,  seed,  or  other  expense  and  crediting  it  for  every  bit  of  produce  used 

168 


ARITHMETIC— EIGHTH    YEAR 


or  sold  from  it.  The  pupil  should  make  out  several  of  these  bills  from  data 
furnished  by  the  book  or  teacher;  then  he  should  make  out  several  similar 
accounts  from  similar  data  given  by  his  father  or  neighbor. 

THIRD  MONTH 

Continue  review  by  means  of  oral  problems.  Take  up  ratio,  treating  it 
mainly  as  one  aspect  of  fractions  and  solve  a  few  problems  in  simple  propor- 
tion. The  common  reading  of  a  proportion  "a  is  to  b  as  c  is  to  d"  should  be 
discontinued,  and  the  more  correct  one  "the  ratio  of  a  to  b  equals  the  ratio  of  e 
to  d"  used,  so  it  will  emphasize  the  truth  in  ratio.  By  oral  review  identify 
the  element  of  comparison  in  division,  fractions,  and  ratio.  Apply  ratio  in 
such  problems  as  "Divide  60  pounds  itito  two  amounts  to  each  others  as  2  io 
3."  Apply  this  in  agricultural  problems  such  as  the  mixing  of  feeds,  the  mix- 
ing of  eseds,  (Btc.  Solve  a  few  problems  in  Simple  Partnership  by  the  same 
method. 

Graphs  are  coming  to  be  much  used  and  here  is  the  place  to  introduce  3 
few  lessons  in  their  making  and  interpretation.  Go  to  some  modern  text  in 
arithmetic  and  get  a  description  of  the  method  of  making  one;  make  a  few 
simple  graphs  with  your  pupils;  and  then  help  them  interpret  several  of  those 
found  in  their  agriculture  text  or  bulletin,  or  in  some  magazine. 

Give  a  few  problems  illustrating  the  law  of  levers,  such  as:  Two  horses 
hitched  to  a  doubletree,  one  24  inches  from  the  clevis,  the  other  20  inches,  share 
a  pull  of  2640  how? 

If  a  crowbar  four  ft.  long  is  Inserted  under  a  rock,  and  rests  on  a  fulcrum 
6  in.  from  the  end,  what  can  be  lifted  by  a  100  lb.  boy  at  the  end  of  the  bar 
applying  his  whole  weight  6  in.  from  end  of  the  bar? 

Involution.  Teach  the  pupil  to  find  the  second,  third,  or  higher  power  of 
any  number  and  give  a  few  samples  of  its  application.  Pupil  should  learn  the 
squares  of  all  numbers  to  20,  and  the  cubes  of  all  numbers  to  12. 

FOURTH  MONTH. 

Square  root — At  first  and  for  several  days  with  no  decimals  involved.  Ex- 
plain by  means  of  a  figure  on  the  board  (but  not  necessarily  requiring  the 
pupils  to  give  the  explanation.)  Apply  to  finding  the  side  of  a  square  with 
area  given;  to  finding  the  number  of  rods  of  fence  for  a  square  field  of  given 
area. 

Triangles. 

Finding  the  hypotenuse  of  right  angled  triangle.  Finding  area  of  triangles 
reviewed.  Apply  these  to  fields,  fencing,  length  of  the  slope  of  roofs,  shingling, 
painting  gable-ends,  etc. 

FIFTH  MONTH. 

Circles. 

Teach  the  terms  used,  as  diameter,  radius,  circumference,  and  by  measur- 
ing the  length  of  a  line  around  a  wheel,  a  pan,  a  can,  and  the  distance  across 
it,  have  the  pupil  determine  the  relation  between  diameter  and  circumference 
Use  3  1-7  as  the  ratio  generally,  though  have  the  pupils  solve  a  few  problems 
with  the  3.1416.  Teach  method  of  finding  area  of  circle  and  then  apply  these 
laws  to  circumference  and  area  of  bottom  of  milk  cans,  cisterns,  round  tanks. 

169 


COURSE  OF  STUDY 


A  ^few  problems  similar  to  :  What  is  the  diameter  of  a  circle  whose  area  is 
308  square  inches? 

Cylinders: 

Area  of  base;  curved  surface;  total  surface;  solid  contents.  Apply  to 
capacity  of  milk  cans,  cisterns,  water  tanks;  to  lumber  needed  for  base  and 
sides  of  round  tanks  of  given  diameter  and  depth;  to  excavation  needed  for 
cisterns;  capacity  of  round  tanks  of  given  diameter  and  depth;  to  excavation 
needed  for  cisterns;  capacity  of  round  grain  bins,  silos,  etc. 

SIXTH  MONTH. 

Metric  system: 

Have  pupils  measure  distances  with  meter  stick  (if  one  is  not  provid^3d, 
secure  a  ruler  with  metric  measures  on  one  edge,  and  have  some  boy  make  a 
meter  stick);  compare  meter  and  yard,  centimeter  and  inch;  figure  out  kilo- 
meter (1000  meters)  and  find  what  part  of  a  mile  it  is.  Give  oral  practice  in 
reducing  cm.  to  inches,  and  km.  to  miles  and  the  reverse  using  1  cm.==*/5  in. 
and  1  km.=%  mi.  Likewise,  much  practice  in  use  of  Kilogram,  liter,  cubic 
meter. 

Stocks  and  bonds. 

Trace  the  organization  of  some  corporation  to  make  clear  the  meaning  of 
capital,  stock  certificate,  assessment,  dividend,  common  stock,  preferred  stock, 
premium,  discount,  par  value,  market  value.  Explain  stock  quotations  as  seen 
in  daily  papers.  Solve  several  problems  of  various  kinds  in  stocks  and  bonds 
but  in  the  main  use  the  problems  as  means  of  teaching  how  a  corporation  is 
managed. 

SEVENTH  MONTH. 
Give  review  of  written  arithmetic  to  denominate  numbers.     In  reviewing 
fractions   teach   Least   Common    Multiple    and   Highest   Common    Divisor,    and 
explain  carefully.    Try  the  tests  for  speed  and  accuracy  in  addition,  etc.,  and 
give  special  help  to  any  who  are  weak. 

EIGHTH  MONTH. 
Review  to  interest.  Tables  of  denominate  numbers  should  be  reviewed, 
omitting,  however,  troy  and  apothecaries  weight,  and  other  tables  pupil  is  un- 
likely ever  to  use.  Pupils  should  have  much  practice  in  mental  arithmetic  or 
oral  work  ,and  should  give  explanations  in  clear  statements,  though  not  gen- 
erally in  set  forms  of  analysis. 

NINTH  MONTH. 
Review   remainder   of   the   work   covered   by   this   Course   of   Study,   with 
special  emphasis  on  any  points  on  which  your  pupils  seem  especially  weak. 


170 


PHYSIOLOGY 


Physiology 


This  subject  is  to  be  taught  to  pupils  of  all  grades  up  to  and  including  tho 
seventh  year.  The  oral  instruction  of  the  first  three  grades  must  be  not  less 
than  three  lessens  a  week  for  ten  weeks;  from  the  fourth  to  the  seventh  grade 
a  text  book  must  be  used  for  not  less  than  four  lessons  a  week  for  ten  weeks. 
It  is  recommended  that  the  classes  be  combined  as  much  as  possible,  and  that 
the  advanced  work  be  given  in  the  part  of  the  school  year  when  the  largjr 
pupils  can  attend,  and  the  oral  instruction  in  the  summer  and  fall  when  the 
smaller  pupils  are  in  sehool. 

Put  emphasis  upon  the  hygienic  side,  jspecially  in  the  lower  grades,  using 
simplest  terms.  Teach  the  good  effect  of  wholesome  food  and  drink,  and  whole- 
some clean  living,  and  how  the  body,  "the  tempest  of  the  living  God,"  may  be 
made  in  school  to  grow  strong,  robust,  healthy,  natural,  at  ease.  See  that  the 
school  house  and  surroundings  re-enforce  your  teaching.  Look  to  ventilation 
and  cleanliness  in  the  school  room.  Keep  the  lavatories  or  out-buildings  clean. 
Teach  the  child  respect  for  his  body  in  every  part,  and  in  all  its  functions — 
that  nothing  about  it  is  defiling  unless  he  himself  makes  it  so.  Respect  for 
the  body  is  at  the  foundation  of  self-respect  and  true  manliness. 

By  devoting  quite  thoro  study  to  a  few  different  topics  in  each  year's  work 
for  the  fourth,  fifth  and  sixth  grades,  too  frequent  repetition  will  be  avoided 
and  the  pupils  will  have  covered  the  elements  of  the  subject  so.  as  to  lighten 
the  heavier  work  of  completing  the  study  in  the  seventh  year. 

Recently  a  number  of  especially  good  texts  have  been  published  emphasiz- 
ing the  side  of  hygiene  rather  than  physiology.     Some  of  the  texts  are: 

The  Gulick  Hygiene  Series. 

Hall's  Intermediate  Physiology  and  Hygiene. 

Blaisdell's  Series,  "How  to  Keep  Well"  and  "Our  Bodies  and  How  We  Live." 

Krohn's  Graded  Lessons  in  Hygiene. 
-  Davison's  Series,  "The  Human  Body  and  Health." 

We  also  desire  to  commend  to  teachers  Dunn's  Civics  and  Health  which  is 
adopted  as  one   of  the  books   for  the  Teachers   Reading  Circle   for  the  year 

lb  )<:-1910. 

FIRST,  SECOl^D  AND  THIRD  GRADES. 
Oral  instruction  with  a  text  book  as  a  guide  to  the  teacher.  Tell  stori?.s 
illustrating  what  you  wish  to  teach,  read  poems,  or  use  pictures,  and  get  the 
cliildren  to  re-tell  the  story.  One  method  of  presentation  is  to  talk  of  the 
body  as  a  house — our  house — which  is  wonderfully  built;  with  bones  for 
fiamework,  muscles  for  walls,  skin  for  siding,  the  head  the  observatory,  the 

171 


COURSE  OF  STUDY 


digestive  organs  as  a  hall,  kitchen,  pantry  and  dining  room,  the  heart  as  an 
tngine,  the  blood  the  housekeeper,  the  lungs  the  laundry,  the  nervous  system 
ns  an  electric  system  of  telegraph,  phonograph  and  burglar  alarm,  the  larynx 
and  vocal  chords  as  the  musical  instruments,  the  ear  as  the  auditorium  and 
whispering  gallery;  the  eyes  as  windows  and  telescopes;  taste  and  smell  as 
twin  brother  guardians.  That  which  enters  the  body  is  company  and  we  may 
welcome  a  royal  guest;  water,  or  good  company,  nutritious  foods,  and  we  may 
have  doubled  company  as  tea,  coffee  and  rich  foods;  but  we  should  refuse  ad- 
mission to  such  wicked  company  as  alcoholic  drinks,  or  to  the  vicious  enemies 
—cigar  and  cigarette.  "The  King  and  His  Wonderful  Castle"  by  Geo.  P. 
Brown  will  be  found  helpful  in  this  presentation. 

Cultivate  good  habits  for  health's  sake.  Organize  a  good  health  club,  in- 
cluding the  larger  pupils  of  the  school.  Have  a  simple  constitution  and  by- 
laws with  officers.  Convene  the  club  once  a  week  instead  of  the  recitation  to 
discuss  and  formulate  rules  based  upon  lessons  immediately  preceding.  These 
rules  may  be  adopted  by  vote  of  the  members  of  the  club,  and  might  be  such 
as:  We  should  eat  slowly,  we  should  not  eat  too  much,  we  should  take  daily 
exercise,  and  so  forth. 

Give  attention  to  cleanliness  of  person,  of  habits  of  thought  and  words. 
To  keep  the  school  house  and  the  school  yard  clean,  the  Good  Health  Club 
could  have  a  department  of  public  service  in  charge  of  an  officer,  and  this 
officer,  might  hold  his  position  weekly  or  monthly  as  a  reward  of  merit  or  fit- 


"Mirick's  Oral  Lessons  in  Hygiene"  is  a  text  written  for  teachers'  use. 
"Good  Health  for  Girls  and  Boys"  by  Bertha  M.  Brown  is  a  new  book  of  great 
helpfulness,  and  the  tacher  will  find  Krohn's  "First  Book  in  Hygiene"  full  of 
usuable  suggestions.  Jewett's  "Good  Health"  contains  much  material,  which 
could  be  used  as  basis  for  talks.  The  "King  and  His  Wonderful  Castle,"  men- 
tioned before,  and  several  other  books  of  like  nature  would  prove  helpful 
guides. 

Suitable  poems  are:  "Always  Dinner  Time,"  by  Vawter;  "Winter  Apples," 
Whitney;  "If  I  were  a  Sunbeam,"  Lucy  Larccm;  "The  Captain's  Well,"  Whit- 
tier;  "The  Corn  Song,"  Whittier;  "Story  of  Mondamin,"  Longfellow's  Hiawa- 
tha; "Wynken,  Blynken  and  Nod,"  Riley.  The  teacher  should  select  others 
bearing  on  hygiene  and  use  a  poem  occasionally  as  the  basis  of  a  physiology 
talk. 

Suitable  pictures  for  talks  and  written  stories  are:  "Feeding  Her  Birds," 
Millet;  "Milking  Time,"  Dupre;  "The  Disputed  Privilege,"  Meyer  Von  Bremen- 
"The  Lone  Wolf,"  Kowalski;  "The  Doll's  Bath,"  Igler;  "The  Anatomy  Les- 
son," Rembrandt;  "We'll  Be  Men  and  Women  Pretty  Soon";  "The  Foot  Ball 
Match,"  Overend;   with  many  which  can  be  selected  by  the  teacher. 

If  it  is  desirable  to  have  at  hand  an  outline,  the  following  is  suggested: 

PRIMARY. 

Position:  Sitting  and  standing.  Chest  position.  Drill  and  marches.  Ad- 
vantages of  low-heeled  shoes. 

Playing:  Necessity  for  children.  Fairness  and  courtesy  in  games.  Teach 
games.  If  possible,  introduce  some  of  the  games  of  Sweden,  Russia  and  Ger- 
many.   Have  the  children  learn  some  of  the  translated  folk  songs  of  these  and 

172 


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other  peoples.     If  nothing  better  is  obtainable,  try  Holton  &  Kimball's  "Games, 
Seat  Work  and  Sense  Training  Exercises." 

Sleep:     Necessary,  time  of  repair. 

Breathing:  How  air  gets  to  the  lungs.  Importance  of  fresh  air.  Means  of 
securing  fresh  air.  Methods  of  ventilation.  Eating.  Hunger.  Food  of  ani- 
mals. Proper  food  for  children.  Quantity.  Rules  for  eating.  Teeth,  their  use 
and  form.  How  food  gets  into  the  blood  and  reimirs  the  body.  Care  of 
stomach.  Drinking,  thirst.  Good  drinks  for  children.  Juice  of  ripe  fruit 
healthful  in  the  fruit,  but  not  after  allowed  to  change  Harmful  drinks. 
Danger  in  drinks  containing  alcohol. 

Table  Manners:  Politeness.  Proper  use  of  knife  and  fork,  spoon,  napkia, 
etc. 

Clothing:     Of  animals,  of  children.     Summer  and  winter  clothing. 

Cleanliness:  Soap,  water  and  towels.  Care  of  hair,  teeth,  nails,  nose,  feet, 
clothing,  desk.  Use  of  door-mat  and  waste-basket.  Need  of  bathing,  of  clean 
hands  and  face.  Uncleanliness  of  tobacco  using.  Emphasize  the  care  of  th^ 
skin. 

Growth:  Helps  to  grow.  Hindrances.  Use  pictures  and  stories  of  old 
heroes  and  present  day  athletes  to  show  benefits  of  a  well  developed  body. 

The  Body,  Head,  Trunk,  Limbs.  Parts  of  the  head  and  face.  Use  care  of 
these  parts.  Relation  of  thoughts  to  the  face.  Parts  of  the  trunk.  The  lungs 
and  their  use  The  heart  and  its  motion.  The  pulse.  Call  attention  to  visible 
veins  The  blood  as  a  carrier  of  food.  Pure  and  impure  blood.  Parts  of  th% 
arms  and  hands.  Care  of  the  hands.  Parts  and  uses  of  the  legs  and  feet. 
Dress  and  care  of  the  feet. 

The  Bones.  Different  shapes  for  different  uses.  Care  of  the  bones  when 
young.    Effect  of  alcohol  and  tobacco  on  growth  of  the  bones. 

The  Muscles.  Use.  A  few  important  muscles.  Difference  between  muscle 
and  fat.    Effects  of  proper  food  and  exercise.    Effects  of  alcohol. 

The  Senses.  (Aim  more  to  train  in  proper  care  of  the  special  senses,  than 
to  impart  scientific  knowledge.) 

Sight.  Visible  parts  of  the  eye.  Tears.  Care  of  the  eyes.  Danger  from 
use  of  tobacco. 

Hearing.  The  ear  and  what  we  learn  by  it.  Satisfaction  derived  from 
agreeable  sounds. 

Feeling.  Where  the  sense  of  touch  is  located.  Handle  objects  to  illus- 
trate ability  to  discriminate.    Tell  briefly  the  story  of  Helen  Kellar. 

Smelling.  Facts  learned  by  smell.  Other  uses  of  the  nose.  Colds  con- 
tracted by  breathing  impure  air. 

Taste.    A  guide  in  eating.     Things  that  blunt  the  sense  of  taste. 

The  Voice.  Why  cultivate  pleasant  tones.  Danger  in  screaming,  in  bad 
air,  in  tobacco  smoke 

The  Brain  and  Nerves.  Use  protection.  Need  of  food.  Effects  of  alcohci 
and  tobacco. 

Grain  and  Alcohol.  Difference  between  bread  and  beer..  Starch  in  grain 
changed  to  sugar,  sugar  to  alcohol — a  poison. 

Cigarettes.  Hinder  growth  and  healthy  development.  Contain  nicotine 
and  usually  other  harmful  poisons.  Attitude  of  employers  to  the  cigarette 
habit. 

173 


COURSE  OF  STUDY 


FOURTH  YEAR. 

A  text  book  in  the  hands  of  the  pupils.  A  good  up-to-date  book  should  h2 
used. 

If  possible  combine  grades.  Have  all  grades  together  on  all  parts  of  this 
work  which  may  be  taken  as  general  exercises.  Special  topics  may  be,  Mic- 
robes and  Disease,  Relation  of  Cleanliness  to  Microbes,  Animals  and  Alcohol, 
Tobacco  and  Pure  Air,  Dangers  to  the  Eyesight,  The  Lungs  and  Good  Health. 
Give  attention  to  infectious  diseases — diphtheria,  scarlet  fever,  pneumonia, 
typhoid  fever,  tuberculosis,  and  means  of  disinfection.  Enlist  the  co-operation 
of  the  local  physician.  The  State  Board  of  Health  furnishes  some  material  on 
Tuberculosis.  Get  the  pupils  to  take  pride  in  being  active,  strong,  healtful  and 
clean.  Inculcate  a  liking  for  pure,  fresh  air.  Suitable  outdoor  games  should  be 
encouraged,  such  as  basketball,  handball,  etc.  Turning  poles  and  other  gymnas- 
tic apparatus  can  usually  be  easily  procured  or  erected  by  the  pupils. 


FIRST  MONTH. 

Foods.  Why  we  eat,  food  preparation,  kinds,  forming  tastes  for  healthful 
foods  in  childhood.  Materials  which  furnish  food.  Animal  food.  Value  of 
milk.  Use  and  purpose  of  butter,  cheese,  eggs  Meats,  different  kinds,  value  f 
each  kind.  Effect  of  too  much  meat.  Vegetable  food.  Bread,  whole  wheat 
brand.     Corn  as  a  food     Potatoes,  and  other  garden  vegetables.     Fruits,  nuts. 


SECOND  MONTH. 

Drinks.  Water,  Nature's  beverage.  Causes  of  impurity  of  water.  How 
fruit  juices  are  made  unhealthful.  Tea,  coffee  and  cocoa.  Self  control  in  eat- 
ing and  drinking. 

False  Appetites.  Alcohol,  its  relation  to  disease,  to  habit,  to  the  min<I. 
Power  to  weaken  self-control.     Special  danger  in  cider  and  wine. 

The  Commercial  Weed, — tobacco.  Why  is  tobacco  used.  Deceitfulness  of 
these  supposed  reasons.  Effect  on  the  young.  Tobacco  and  athletics.  The 
cigarette  dangerous 

THIRD  MONTH. 

The  Framework.  Many  pieces,  different  shapes  of  bones,  and  how  held 
together.     Effect  of  tight  clothing,  of  ill-fitting  shoes. 

The  Muscles.  How  they  move  bones.  Sizes  and  shapes.  Beer  tends  to 
form  fat  instead  of  muscle  and  strength.  Why  business  men  choose  boys  who 
do  not  use  tobacco. 

Exercise.  Good  forms  of  indoor  and  outdoor  exercise;  why  the  latter  is 
preferable.  Effects  of  alcohol  and  tobacco  on  ability  to  study,  on  will  to  do 
right,  and  on  success  in  life. 

174 


PHYSIOLOGY 


FIFTH   YEAR. 

There  are  several  good  texts.  (Be  sure  and  use  a  book  which  is  not  too 
difficult  or  technical. 

Some  very  interesting  material  may  be  furnished  the  class  in  methods  of 
disposing  of  ashes,  garbage  and  rubbish,  and,  especially  in  towns,  the  cleaning 
of  the  streets.  The  relation  of  life  and  health  to  stagnant  water,  unclean  cel- 
lars, and  disease  causing  germs  is  of  interest  to  both  country  and  city  children. 
Consider  the  water  supply  for  drinking  purposes,  and  the  treatment  of  wat^r 
to  avoid  disease  germs.  If  possible  conduct  simple  tests  of  drinking  water. 
Teach  simple  elements  of  what  to  do  in  case  of  emergency. 

first' MONTH. 

Digestion.  Two  sets  of  teeth,  kinds  of  teeth,  toothpicks  and  tooth  brushes. 
The  palate  and  aesophagus.  Change  of  food  in  stomach  and  intestines.  How 
food  reaches  the  muscles  and  is  used  by  them. 

The  Blood.  Appearance,  its  three  parts,  work  of  each  part.  Clottinr 
Blood-vessels.     Distribution  of  food  and  removal  of  waste. 

SECOND  MONTH. 

The  Heart.  Auricles,  Ventricles,  valves,  number  of  beats,  strengthened  h-^ 
exercise.    Effects  of  sudden  fright,  of  alcohol  and  tobacco 

Circulation.  Process  of  circulation.  Capillaries.  Location  of  arteries. 
Wounds,  method  of  checking  bleeding.     Massage 

THIRD  MONTH 

Respiration.  Need  of  air  in  the  blood,  where  connection  is  made.  Im- 
portance of  breathing  through  the  nose.  Development  of  the  lungs.  Change 
of  air  in  the  lungs.  Simple  methods  of  ventilation.  Why  and  how  to  avoid 
dust. 

Alcohol  and  Nm'coiics.  Fermentation.  Definition  of  a  poison.  Nature  of  a 
narcotic.  Nicotine  in  tobacco.  Danger  in  soothing  syrup  and  other  patent 
medicines 

SIXTH   YEAR. 

Texts  as  in  the  fifth  grade. 

On  alcohol  and  narcotics  a  more  inclusive  view  may  be  obtained  by  con- 
sidering topics  like:  Tobacco  and  national  vigor,  good  business  and  alcohol, 
city  health  and  alcohol,  athletics  and  alcohol. 

The  class  will  enjoy  as  supplemental  work  the  consideration  of  such  sub- 
jects as:  Preventable  diseases,  food  inspection,  discovery  of  disease  microbes, 
safeguards  against  epidemics,  treatment  of  hydrophobia,  antitoxine  and  the 
treatment  of  diphtheria,  vaccination,  treatment  of  tuberculosis  ,the  mosquito 
and  malaria,  the  house  fly  and  typhoid  fever,  quarantine,  the  hospital  and  its 
work.     These  topics  are  treated  in  Jewett's  Town  and  City. 

175 


COURSE  OF  STUDY 


FIRST  MONTH. 

V  Excretion.    Definition,  organs;  and  their  work.     How  waste  is  removed  by 

way  of  the  lungs.  Sweat  glands,  necessity  of  bathing.    Benefit  of  regular  habits. 

Special    Senses.    Organs,    functions,    hygiene.      Strengthening    the    special 


Sight.  The  eye,its  care.  Danger  of  eye  strain  by  artificial  light  in  the 
house,  by  reading  at  twilight  and  when  lying  down.  Headache  from  eye 
strain.     When  use  glasses.     Care  after  measles,  etc. 

SECOND  MONTH. 

Hearing.  External  and  internal  ear.  Delicacy  of  inner  ear.  Deafness 
caused  by  a  cold. 

Smell.    Location  of  this  sense.     Use  of  the  sense  of  smell. 
Taste.    Location  of  this  sense.    Pleasure  derived  from  this  sense 

THIRD  MONTH. 

Touch.    Sense  widely  distributed.     Effect  of  burns.     Cause  of  numbness. 

The  Voice.  Location  and  structure  of  the  vocal  organs  Proper  use  of  the 
voice.    Effect  of  dust.     Treatment  in  emergencies. 

The  Nervous  System.  Organs,  functions,  hygiene.  Sleep;  necessity,  times 
and  amount  at  different  ages     Fatigue,  recreations. 

SEVENTH    YEAR. 

Text  Books:  Any  good  text.  Do  not  make  the  mistake  of  trying  to  use  a 
too  difficult  book. 

Make  a  thorough  study  of  a  good  text  to  complete  the  subject  in  its  lemen- 
tary  phases.  Give  attention  still  to  hygiene.  More  attention  to  the  special 
senses  and  their  case.  Effects  of  alcohol  treated  in  a  frank,  scientic  manner. 
Tobacco  the  samea — both  are  powerful  deterents  from  physical  life  and  tend  to 
dull  the  moral  sense.    Review  topics  on  narcotics  in  sixth  grade. 

OUTLINE. 

Nutrition.    What  it  includes — composition,  digestion,  and  assimilation. 

Foods.  Definition  of  a  food.  Different  classes  and  what  each  gives  the 
body.     Healthful  and  unhealthful  foods. 

Digestive  System.  The  alimentary  canal:  parts,  structure,  and  processes; 
glands,  and  secretions.  Amount  of  food,  in  what  ways  varies,  reasons  for 
cooking,  need  of  careful  mastication.  Digestion,  absorption,  assimilation,  and 
oxidation*  defined. 

Excretion.  Organs  that  remove  waste:  skin,  lungs,  kidneys,  liver  and 
large  intestines.  Importance  of  the  kidneys  and  the  liver.  How  affected  by 
alcoholic  drinks. 

The  Skin.  Layers  and  cells;  glands,  hair,  nails.  Bathing,  effects  of 
alcohol  and  tobacco  on  sense  perceptions. 

176 


PHYSIOLOGY 


The  Framework.  Skeleton,  Shape  and  structure  of  bones.  Parts  of  the 
skeleton.  The  joints,  cartilage;  periosteum.  Fractures  and  sprains.  Effect 
of  proper  and  improper  positions 

The  Muscles.  Purpose,  number  and  shapes.  Voluntary  and  involuntary. 
Tendons. 

Exercise  and  Rest.     Athletics,  use  and  abuse.     Effects  of  alcohol. 

Circulation.  The  blood,  composition  and  use  of  the  parts.  Quantity. 
Arteries,  capillaries  and  viens.  Arteral  and  venous  blood.  The  heart  and  its 
parts  Rate  of  heart  beats,  and  the  pulse.  Wounds,  fainting.  "Tobacco  heart." 
The  lymphatic  system.  The  lymph  and  its  work,  dropsy.  The  portal  circula- 
tion.   Massage.    Effect  of  alcohol. 

Respiration.  Why  we  breathe.  How  we  breathe.  Inspiration  and  expirii- 
tion,  Air  passages;  nasal,  pharyn,  vocal  cords,  treachea,  bronchi,  cilia,  pulmon- 
ary circulation.  The  diaphragm  and  chest  walls.  Lung  capacity.  Coughing, 
yawning  and  sneezing.  The  voice  how  produced,  and  training.  Ventilation 
and  cleanliness  of  the  room.  Causes  of  pulmonary  diseases.  Effects  of  alcoh  )1 
and  narcotics. 

The  Nervous  System.  Parts  of  the  system.  The  brain:  its  divisions  and 
work.  The  spinal  cord.  Nerves  and  nerve  fibres.  The  sympathetic  nervous 
system.  Reflex  action.  Habit.  Dreams.  Causes  of  headaches.  Sleep  and 
rest.    Narcotics  and  the  nervous  system.     Dangers  in  moderate  use. 

Special  Se7ises.  General  sensation.  Tactile  and  temperature  senses.  Sense 
of  position. 

The  Eye.  Cornea,  lens,  retina,  aqueous  and  vitreous  humors,  optic  nerve, 
Tears.  Defects  of  vision.  Care  of  the  eyes.  The  ear.  Drum,  bones  and 
canals,  care  of  the  ears  Defective  hearing.  Taste.  Location  and  purpose. 
Smell.  Location  and  purpose.  Sense  of  touch  widely  distributed  but  varying 
in  acuteness.  Effects  of  alcohol  and  narcotics  upon  the  special  senses.  Re- 
view care  of  the  teeth,  nails  and  hair;  also  what  to  do  in  emergencies,  and  the 
elements  of  public  sanitation. 

Study  the  work  of  the  boards  of  health.  Ways  of  infection  in  contagious 
diseases.  Prevention  and  cure  of  tuberculosis,  securing  material  furnished  by 
the  State  Board  of  Health.  Connect  the  hygienic  side  of  physiology  with  both 
the  personal  and  civic  life  of  the  pupil. 


177 


COURSE  OF  STUDY 


Tuberculosis  and  Its  Prevention 


The  following  discussions  on  Tuberculosis  and  its  Prevention,  one  issued 
by  the  Massachusetts  Board  of  Education  and  the  other  by  the  Committee  of 
the  Associate  Charities,  Washington,  are  published  in  connection  with  the 
course  on  Physiology  at  the  suggestion  of  Dr.  Fanny  Dunn  Quain,  Chairman  of 
the  Committee  on  the  Prevention  of  Tuberculosis,  of  the  State  Federation  of 
Women's  Clubs. 

These  discussions  are  so  simple  and  yet  so  timely  that  we  are  glad  of  an 
opportunity  to  give  the  teachers  and  pupils  in  North  Dakota  may  be  enlisted 
in  the  world-wide  battle  against  this  dreaded  enemy  of  the  human  race. 

E.  J.  TAYLOR,  State  Superintendent. 
Tuberculosis  and  its  Prevention. 

1.  Tuberculosis  is  a  disease  caused  by  a  very  small  germ  or  microbe  called 
the  tubercle  bacillus.  This  is  so  small  that  it  takes  three  thousand  put  end  to 
end  to  measure  one  inch.  This  germ  does  not  readily  grow  outside  of  living 
bodies,  but  when  it  gains  entrance  into  the  body  it  grows  and  multiplies,  and 
finally  destroys  the  tissues,  and  thus  causes  the  disease  tuberculosis. 

2.  Tuberculosis  is  a  very  old  disease.  Indeed,  in  the  old  Egyptian  mum- 
mies evidences  of  tuberculosis  have  been  discovered;  and  the  famous  writes  of 
the  old  days,  whose  writings  are  still  in  exitsence,  described  this  strange  con- 
dition, in  which  their  patients  developed  a  cough  and  gradually  wasted  away. 
The  disease  was  known  then,  as  it  is  now,  as  the  "Great  White  Plague,"  There 
was  not  much  whicn  they  could  do  for  it.  A  few  of  the  wiser  doctors  advised 
ineir  patients  to  go  to  the  mountains  or  to  take  a  sea  trip,  although  they 
could  not  explain  why  this  should  be  beneficial. 

3.  While  consumption,  then,  is  curable,  it  is  still  a  very  prevalent  disease 
and  is  causing  incalculable  suffering  and  loss,  chiefly  because  it  is  greatly 
neglected.  It  has  been  found  that  of  all  people  who  die  every  year,  about  one- 
seventh  die  from  consumption.  When  we  consider  the  terrible  carnage  in  the 
destructive  battles  in  the  eighteenth  century  we  are  rightly  shocked,  and  yet 
during  that  same  period  nearly  twice  at  many  died  from  tuberculosis.  In  this 
century,  during  the  four  years  of  the  civil  war  there  were  killed  some  one 
hundred  and  fifty  thousand  men,  which  causes  one  to  realize  the  terrible  nature 
of  war;  and  yet  every  year  in  the  United  States  there  are  more  than  one 
hundred  and  fifty  thousand  people  destroyed  by  this  one  preventable  disease — 
consumption.  The  combined  sum  of  all  those  who  die  of  typhoid  fever,  appen- 
dicitis, scarlet  fever,  measles,  diphtheria  and  cancer  does  not  begin  to  equal 
the  number  that  die  from  consumption  alone.  Such  comparisons  as  these 
bring  to  a  realizing  sense  of  the  part  played  by  consumption  in  producing 
misery  and  suffering  in  the  world. 

4.  When  the  germ  of  consumption  attacks  any  person.  It  gets  into  his 
lungs  and  there  grows  and  multiplies.  As  the  disease  becomes  active  a  cough 
develops,  and  the  person  afflicted  raises  a  certain  amount  of  sputum.     In  this 

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sputum  are  an  innumerable  number  of  the  tuberculosis  germs,  whicJi,  if  they 
are  inhaled  by  people  run  down  or  otherwise  in  a  poor  condition  to 'resist 
disease,  may  cause  the  disease  in  them  also.  This  sputum  must  be  destroyei 
in  every  case.  If  all  sputum  from  consumptives  were  destroyed  consumption 
would  scon  die  out.  The  disease -is  spread  by  carelessness  or  ignorance  on  the 
part  of  the  consumptives,  who  do  not  realize  that  every  time  they  fail  co 
destroy  the  sputum,  or  spit  on  the  floor  or  on  the  sidewalk,  it  will  dry,  be 
ground  up  into  a  powder,  fly  through  the  air  as  dust,  and  be  inhaled  by  some 
person  who  is  in  at  condition  to  receive  the  disease,  and  so  cause  the  disease  in 
him.  It  has  been  calculated  that  in  the  sputum  of  one  consumptive  in  the 
course  of  twenty-four  hours  there  may  be  more  than  twenty-four  million  of 
these  germs. 

5.  Tuberculosis  is  not  hereditary;  it  is  the  tendency  which  is  inherited, 
but  not  the  disease  itself.  In  other  words,  consumptive  parents  may  have 
children  who  are  naturally  of  a  poor  constitution,  with  weak  lungs,  flat  chests, 
and  little  or  no  power  to  resist  infection.  Children  in  such  families  should  be 
brought  up  with  the  utmost  care,  and  should  be  given  the  maximum  amount 
of  fresh  air  and  sunlight.  The  training  of  their  minds  should  be  sacrificed,  if 
need  be,  in  order  that  their  bodies  may  be  developed  to  the  highest  possible 
standard  of  health.  It  is  for  such  children  as  these  that  there  have  been 
founded  in  Germany  the  so-called  "forest  schools,"  where  the  children  of  tuber- 
culous parents  and  all  those  children  who  are  weak  and  run  down  and  liable 
to  contract  this  disease  are  sent.  There  they  go  to  school  practically  out  of 
doors,  and  are  trained  in  the  best  habits  of  hygiene  and  proper  living.  Such 
a  school  as  this  has  recently  been  opened  in  Providence,  R.  I.,  and  others  are 
planned  for  this  State. 

6.  The  treatment  of  consumption  first  of  all  is  by  so  living  that  the  body 
does  not  acquire  the  disease;  therefore,  the  ideal  method  of  treatment  is  by 
prevention.  This,  however,  is  not  possible  in  every  case,  and  there  are  un- 
fortunately a  great  many  people,  as  has  been  shown,  who  have  this  disease, 
for  whom  active  measures  in  curing  it  or  stopping  its  progress  must  be  taken. 
Treatment  is  not  by  means  of  drugs  or  medicines.  Especially  one  should  avoid 
patent  medicines  and  advertised  cures  of  all  kinds.  Treatment  consists  in 
giving  the  patient  fresh  air  day  and  night,  proper  food  at  the  proper  time,  and 
rest.  This  is  done  either  in  the  home  or  in  instiutions  built  for  this  purpose, 
called  tuberculosis  sanatoria.  Massachusetts  was  the  first  state  in  this  coun- 
try to  have  a  State  Sanatorium.  The  Massachusetts  State  Sanatorium  is  a 
large  institution,  which  holds  three  hundred  and  fifty  patients,  situated  in  the 
center  of  the  State,  in  Rutland.  Here  patients  in  the  early  stage  of  consumo- 
tion,  which  is  the  curable  stage,  are  taught  how  to  live  out  of  doors  in  com- 
fort; how  to  sleep  out  of  doors  at  night,  or  in  open-air  wards  or  rooms  winter 
and  summer;  what  food  they  must  eat;  the  amount  of  exercise  or  rest  they 
must  take;  and  the  precautions  they  must  use  in  caring  for  their  sputum,  to 
avoid  giving  this  disease.  Such  sanatoria  exist  in  most  civilized  countries  to- 
day, and  more  are  being  established  every  year.  The  average  length  of  stay  is 
six  months  to  a  year.  From  sixty  to  seventy  per  cent,  of  those  in  the  early 
stage  of  the  disease  leave  the  sanatorium  at  the  end  of  this  time  apparently 
cured. 


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^  7.  It  is  important  that  teachers  should  realize  that  the  earliest  sign  of 
consumption  is  not  necessarily  the  so-called  hacking  cough,  hemorrhage  from 
the  lungs,  or  the  presence  of  night  sweats  and  fever.  These  frequently  do  not 
appear  until  compartively  late  in  the  disease.  The  earliest  signs,  in  children 
especially,  are  those  of  failing  health,  from  whatever  cause.  In  the  first  place 
the  teacher  should  be  told  or  should  find  out  what  children  in  the  class  have 
consumption  in  their  family,  and  should  give  special  attention  to  these  children. 
Loss  of  appetite,  weakness,  languor,  listlessness,  are  among  the  early  signs. 
Pallor,  marked  anaemia,  loss  of  weight,  excessive  emaciation,  the  presence  of 
enlarged  glands  in  the  neck,  are  indications  that  there  is  something  wrong.  If 
in  addition  to  this  there  is  a  cough,  with  or  without  sputum,  the  child  should 
most  certainly  be  examined  by  a  physician. 

8.  The  campaign  against  tuberculosis  in  Massachusetts  is  along  two  lines; 
first,  that  which  is  being  done  by  sanatoria  and  hospitals;  second,  that  which 
is  being  done  outside  of  these  instittuions  by  physicians,  boards  of  health,  anti- 
tuberculosis associations,  etc.,  in  teaching  people  how  to  live  in  their  own 
homes. 

One  of  the  most  efficient  means  of  instructing  the  public,  and  school 
children  as  well,  in  regard  to  tuberculosis,  is  by  means  of  the  traveling  tuber- 
culosis exhibit  which  goes  from  city  to  city  throughout  the  State.  It  is  very 
important  that  when  this  exhibit  appears  arrangements  should  be  made  by 
which  teachers  and  schol  children  of  all  grades  should  attend,  and  receive 
definite  instruction  as  to  what  the  various  charts,  photographs,  models,  etc., 
mean.  Such  an  exhibit  will  be  found  an  object  lesson  of  very  great  importance 
and  a  means  of  emphasizing  the  -points  which  have  been  given  in  previous 
intsruction  in  the  schools. 

9.  The  following  books,  or  most  of  them,  can  be  found  in  the  public  li- 
braries, in  the  traveling  library  of  the  Massachusetts  Federation  of  Women's 
Clubs,  or  should  be  provided  by  the  local  anti-tuberculosis  association,  and  some 
at  least  should  be  provided  by  the  school  committees  for  the  use  of  the  teachers. 
Further  information  can  be  obtained  at  any  time  by  applying  to  the  Massa- 
chusetts Commission  on  Hospitals  for  Consumptives,  309  Ford  Building,  Boston, 
or  to  the  Boston  Association  for  Relief  and  Control  of  Tuberculosis,  4  Joy 
Street,  Boston.  In  almost  every  case  local  physicians  can  give  additional  in- 
formation. 

LIST  OF  BOOKS. 

"Tuberculosis  as  a  Disease  of  the  Masses,  and  how  to  combat  it,"  by  Dr.  S. 
A.  Knopf.  (This  can  be  obtaned  from  "Charities  and  the  Commons,"  105  East 
22d  Street,  New  York,  at  25  cents  a  copy.) 

"The  Cause  and  Prevention  of  Consumption,"  a  circular  issued  by  the 
Illinois  State  Board  of  Health. 

"Consumption  and  Civilization,"  by  John  B.  Huber,  a  large  book,  going  into 
very  minute  details  on  this  subject.  (It  can  probably  be  found  in  the  public 
libraries,  and  can  be  bought  at  any  large  book  store.) 

"The  Prevention  and  Cure  of  Tuberculosis,"  a  collection  of  articles  of  a 
popular  character  on  the  subject  of  tuberculosis,  by  the  leading  men  on  this 
subject  in  this  country;    compiled  by  Joseph  R.   Long;    published  by   H.   M. 

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PHYSIOLOGY 


Briiiker,  Denver.  This  is  an  excellent  series  of  essays,  covering  the  whole 
ground  very  completely,  and  can  be  secured  by  any  bookseller. 

Pamphlet  of  information  on  the  subject  of  tuberculosis,  -issued  by  the  Bos- 
ton Association  for  Relief  and  Control  of  Tuberculosis,  which  can  be  obtained 
on  application  at  the  olRce  of  the  Association  at  a  nominal  price. 

Several  school  text  books  on  physiology  and  hygiene  contain  valuable  chap- 
ters on  tuberculosis.  Information  concerning  these  may  be  obtained  from  the 
publishers. 

SIMPLE  LESSONS  ON  CONSUMPTION. 

PART.  1. 
THE   NATURE   OF   CONSUMPTION. 

What  is  Tuberculosis  or  Consumption  Tuberculosis  and  consumption  are 
two  names  for  one  disease.  The  disease  is  caused  by  the  growth  and  multipli- 
cation of  a  minute  plant  in  the  body  of  a  person  or  an  animal.  The  minute 
plant  is  called  a  bacillus,  and  is  so  small  that  it  must  be  magnified  several 
hundred  times  before  it  can  be  seen;  it  is  spoken  of  as  the  tubercle  bacillus  or 
consumptive  germ. 

What  Parts  of  the  Body  Does  Consumption  Affect?  Though  consumptioii 
affects  the  lungs  more  commonly  than  other  parts  of  the  body,  it  may  effect 
any  part  of  it,  such  as  the  liver,  the  intestine,  the  lymph  glands,  the  bones,  the 
skin,  the  eye,  the  coverings  of  the  brain,  etc. 

Why  is  Tuberculosis  of  the  Lungs  Especially  Dangerous  to   Others?  t 
bercle  in  the  lungs  soften  and  break  down  after  a  while  and  the  material  of 
which  they  are  composed  is  coughed  up  into  the  mouth.     This  material  often 
contains  millions  of  tubercle  bacilli  and  is  therefore  very  dangerous. 

How  Are  Tubercle  or  Consumption  Oerms  Scattered  hy  Persons?  Tubercle 
bacilli,  or  consumption  germs,  are  commonly  present  in  large  numbers  in  the 
material  coughed  up  by  persons  who  have  tuberculosis  of  the  lungs  or  throat. 
They  are  also  present  in  the  mouths  of  such  persons  and  in  the  little  drops  of 
fluid  sprinkled  from  their  mouths  and  noses  during  coughing,  sneezing  and 
talking.  Hence  it  is  through  the  material  that  leaves  the  mouths  and  noses  of 
consumptive  persons  that  tubercle  bacilli  are  scattered. 

How  are  Tubercle  Bacilli,  or  Consumption  Oerms,  Scattered  by  Animals? 
The  germs  of  consumption  may  be  present  in  meat  when  it  is  obtained  from 
tuberculous  animals,  but  the  most  frequent  way  in  which  the  germs  of  con- 
sumption from  animals  reach  persons  is  in  milk,  cream,  ice  cream,  butter  and 
cheese  from  tuberculous  cows. 

Pasteurization  of  Milk.  Heating  milk  a  short  time  just  hot  enough  to  kill 
the  disease  germs  it  may  contain  is  known  as  Pasteurizing  it.  Milk  boils  at 
about  212  degrees  Fahrenheit,  or  the  temperature  at  which  water  boils.  To 
kill  the  disease  germs  that  are  of  more  common  occurance  in  milk,  it  should  be 
heated  to  140  degrees  F.  for  20  minutes  or  to  150  degrees  F.  for  10  minutes. 
Pasteurized  milk  and  also  scalded  milk  should  be  cooled  quickly  and  should  be 
kept  cold  and  covered  until  it  is  used. 

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^  Large  Numher  of  Victims  of  Tuberculosis..  It  is  estimated  that  over  150,- 
000  people  die  of  consumption  every  year  in  the  United  States;  so  tliat,  unless 
the  existing  conditions  are  improved,  8  millions  of  the  people  now  living  in  our 
country  are  destined  to  die  of  consumption.  The  disease  affects  the  old  and 
the  young  and  is  particularly  deadly  between  the  ages  of  15  and  40  years, 
which  is  the  period  of  greatest  vigor  and  usefulness. 

What  is  the  Character  of  Tuberculosis  or  Consumption f  Tuberculosis  is 
usually  an  insidious,  slow  disease,  which  may  be  in  the  body  a  long  time  be- 
fore it  causes  a  noticeable  change  from  health.  Later  on  it  causes  general 
weakening,  loss  of  appetite,  a  more  or  less  severe  cough,  bleeding  from  the 
lungs,  loss  of  flesh,  and  other  conditions  by  which  it  is  easily  recognized. 

What  are  the  Early  Symptoms  of  Consumption?  Among  the  early  symp- 
toms of  consumption  the  following  may  be  named:  short  periods  of  fever  that 
repeat  themselves  daily,  especially  in  the  afternoon  and  evening;  unusually 
quickening  of  the  pulse  after  slight  exertion;  loss  of  weight  and  strength;  lack 
of  appetite  or  otherwise  disturbed  digestion,  for  which  no  satisfactory  explana- 
tion can  be  found,  etc. 

Consumption  is  Not  Inherited.  Consumption  is  not  inherited,  and  large 
families  of  children  of  consumptive  parents  may  pass  through  life  without  the 
slightest  trace  of  the  disease. 

Witohut  the  Tubercle  Bacillus  There  Can  Be  No  Consumption?  Consump- 
tion cannot  develop  unless  the  .tubercle  bacillus,  or  consumption  germ,  ente.s 
the  body.  It  is  therefore  of  the  greatest  importance  to  destroy  the  sputum  of 
consumptive  persons  and  to  avoid  the  use  of  dairy  products  from  consumptive 
cows. 

PART   II. 
CONDITIONS   THAT  FAVOB   THE   DEVELOPMENT  OF   CONSUMPTION. 

Disease  germs,  like  the  seed  a  farmer  plants,  need  a  suitable  and  favor- 
able conditions  for  their  growth,  and  there  are  no  germs  of  which  this  is  more 
certainly  true  than  those  of  tuberculosis. 

The  Value  of  Pure  Air  and  the  Need  of  Proper  Ventilation.  An  abundant 
supply  of  pure,  fresh  air  is  the  most  powerful  natural  agent  for  the  prevention 
of  consumption  among  those  who  are  free  from  the  disease  and  for  the  cure  of 
those  who  are  affected  with  it. 

How  Should  a  Room  be  Ventilated?  When  the  windows  of  a  room  are 
opened  the  stale  air  passes  out  above  and  the-  fresh  air  in  beloio;  hence,  to  se- 
cure proper  ventilation,  the  windows  should  be  open  both  from  above  and  be- 
low. On  a  calm,  cool  day,  when  there  seems  to  be  no  current  of  air,  the  direc- 
tion in  which  the  air  moves  in  a  room  can  be  shown  by  holding  a  candle  be- 
fore an  open  window  or  door;  when  the  candle  is  held  low  down  the  flame  wiU 
point  into  the  room,  and  when  held  up  high  it  will  point  out.  This  simple  ex- 
periment shows  that  we  should  have  openings  high  up  as  well  as  low  down  in 
our  rooms  to  secure  a  constantly  incoming  supply  of  pure  air  and  to  provide 
a  passage  for  the  outgoing  stale  air. 

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PHYSIOLOGY 


Lack  of  Plain,  Nourishing  Food.  Poorly  cooked  and  otherwise  -unwhole- 
some fcod  causes  various  troubles  of  the  digestion  through  which  the  natural 
power  of  the  body  to  prevent  the  growth  and  multiplication  of  the  tubercle 
bacillus  and  other  germs  within  it  is  greatly  weakened  and  otfen  wholly  des- 
troyed. 

The  education  of  a  girl  is  incomplete  until  she  has  learned  to  cook  plain, 
platable  dishes. 

Food  and  Air.  There  is  a  close  relationship  between  food  and  air.  The 
best  food,  perfectly  prepared,  frequently  cannot  be  digested  in  quantities  suffi- 
cient for  the  preservation  of  health  unless  a  suflacient  amount  of  pure  air  is 
breathed. 

Lackof  Cleanliness.  Cleanliness  of  the  body,  of  clothing,  of  habitation,  of 
fcod  and  of  everything  with  which  we  come  in  contact,  is  an  important  means 
of  protection  against  tuberculosis  and  other  infectious  diseases.  No  better 
hiding  places  can  be  found  for  tubercle  bacilli  and  other  disease  germs  than 
dirt  and  rubbish. 

The  use  of  soap  destroys  many  disease  germs  and  removes  many  more  than 
it  destroys  and  thus  makes  them  harmless.  One  of  the  relatively  few  things  in 
which  persons  differ  from  the  lower  animals  is  the  use  of  soap.  Soap  is  an 
emblem  of  civilization. 

Lack  of  Outdoor  Exercise.  Lack  of  outdoor  exercise  affects  mainly  people 
who,  from  necessity,  live  much  indoors.  The  clerk,  the  lawyer,  the  merchant 
and  the  mechanic,  as  well  as  the  teacher  and  the  scholar,  spend  many  hours  In 
rooms  where  the  air  may  become  stale  and  impure;  hence,  such  persons  should 
take  daily  walks  in  the  open  air  and  should,  if  possible,  make  frequent  excur- 
sions into  the  country. 

Loss  of  Sleep..  Sufficient  sleep  is  as  necessary  for  the  maintenance  of 
health  as  wholesome  food  and  pure  air. 

One-third  of  our  lives  is  spent  in  bed;  hence  the  importance  of  proper 
bed  rooms. 

Carriage  of  the  Body.  The  normal  position  of  the  body  is  erect;  the  heal 
should  be  carried  high,  with  its  weight  supported  on  the  backbone. 

A  stooped  position,  a  curved  back,  an  open  mouth  and  a  hanging  chin  are 
conditions  that  favor  the  development  of  consumption. 

Cramping  the  chest  by  stooped  walking  or  by  sitting  in  a  stooped  position 
prevents  the  lung  from  expanding  as  fully  as  it  should,  and  under  this  condi- 
tion the  blood  does  not  receive  an  abundant  supply  of  air. 

It  is  a  good  practice  to  inflate  the  lungs  fully  several  times  each  day  by 
taking  deep  breaths  in  the  open  air. 

Colds,  Catarrhs,  and  Other  Disorders.  We  are  all  liable  at  times  to  become 
affected  with  coughs,  colds,  catarrhs  and  other  disorders,  which  may  help  the 
tubercle  bacillus  to  enter  our  bodies  and  cause  consumption.  Hence  these  little 
disorders  should  not  be  neglected  or  treated  as  unimportant.  While  they  con- 
tinue they  have  a  similar  relation  to  our  bodies  that  an  unguarded,  open  door 
bears  to  a  strong  house.    The  longer  the  door  is  open  the  more  time  a  thief  has 

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to  enter,  and  the  longer  the  little  disorders  remain  the  more  time  the  tubercle 
bacillus,  which  under  normal  conditions  would  often  be  unable  to  harm  us, 
has  to  get  in. 

House  Dust.  When  house  dust  contains  tubercle  bacilli  or  other  disease 
germs  they  may  remain  alive  and  dangerous  many  months,  because  they  are 
shielded  from  direct  sunlight.  But  this  is  not  the  only  reason  why  house  dust 
favors  the  development  of  consumption  and  other  diseases. 

We  should  therefore  attempt  to  avoid  dust,  and  house  dust  especially,  as 
much  as  possible,  and  to  do  so  we  should  have  no  unnecessary  draperies  and 
hangings  and  no  nailed-down  carpets,  etc.  Bare  floors  and  rugs  are  more 
hygienic  than  nailed-down  carpets. 

Carpets  and  rugs  should  be  swept  with  a  carpet-sweeper  and  not  with  a 
hard  'broom,  and  bare  floors  should  be  swept  with  a  soft  broom  or  wiped  with  a 
moist  cloth.  Dusting  with  dry  cloths,  brushes,  and  feather  dusters  stirs  up 
dust,  and  the  more  dust  is  stirred  up  in  a  house  the  more  dangerous  it  is. 
Removing  dust  with  a  damp  cloth  is  more  hygienic. 

During  sweeping  the  ivindoivs  of  a  room  should  he  loivered  from  the  to?) 
down  and  kept  closed  at  the  bottom.  Windows  open  at  the  bottom  let  air  blow 
in  and  out,  and  therefore  cause  the  dust  that  rises  during  sweeping  to  be 
blown  farther  into  the  house  and  not  out  of  it. 

Habitual  Indulgence  in  Alcoholic  Drinks.  The  habitual  use  of  alcoholic 
drinks,  even  in  moderate  quantities,  is  regarded  by  high  medical  authorities  as 
a  condition  that  favors  the  development  of  consumption.  Excessive  indulgence 
in  alcoholic  drinks  so  strongly  favors  the  development  of  consumption  that  few 
habitual  drunkards  escape  the  disease. 

Vicious  Habits.  Vicious  habits,  among  which  the  use  of  tobacco  by  grow- 
ing boys  may  be  included,  rob  the  body  of  strength  and  prepare  it  for  the 
growth  of  the  tubercle  bacillus  and  the  development  of  consumption. 

Viciousness  and  intemperance  are  the  constant  aids  to  ill  health,  and  dis- 
ease is  mostly  the  fine  we  pay  for  living  improper  lives  and  neglecting  the  laws 
of  health. 

Note.  The  above  is  used  by  the  kind  permission  of  Association  for  the 
Prevention  of  Tuberculosis,  owner  of  the  copyright. 


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MANUAL   TRAINING 


Course  of  Study  in  Manual  Training  for 
the  Rural  Schools 


The  manual  training  work  as  scheduled  begins  with  the  sixth  grade.  Pupils 
from  lower  grades  may  be  given  the  work  if  physically  able  to  use  the  tool3. 
Such  pupils  will  be  given  credit  for  work  accomplished.  The  work  in  all  cases 
must  be  definitely  progressive  in  order  to  receive  credit. 

The  grading  of  all  work  shall  be  on  the  basis  of  power  to  apply  the  lessons 
of  the  school  shop  to  the  practical  problems  of  farm  or  industrial  life  as  shown 
by  the  work  done  in  school  and  such  questions  as  may  be  asked,  rather  than 
upon  the  mere  size  of  utility  of  projects  done  in  school. 

The  amount  of  time  devoted  to  this  work  should  be  for  the  sixth,  seventh 
and  eighth  grade  forty-five  minutes  each  day;  for  first  year  high  school,  ninety 
minutes  each  day.  Time  for  learning  to  make  sketches  where  this  is  but  an 
incident  of  the  shop  work  may  be  taken  from  the  shop  period,  and  will  be 
credited  as  shop  work. 

The  central  idea  of  the  course  is  to  make  the  pupil  independent  of  personal 
help  as  soon  as  possible,  and  fix  the  habit  of  gaining  information  from  books 
and  periodicals  so  that  should  the  pupil  leave  school  before  completing  the 
course  he  will  continue  his  studies  and  be  pretty  certain  of  making  good  in 
any  line  of  industrial  work  that  he  may  choose. 

The  school  and  scarcely  less  important  feature  is  the  arranging  of  the  work 
in  such  definitely  progressive  stpes  that  the  pupil  will  always  see  something 
worth  striving  for  just  ahead  and  thus  be  kept  in  school  for  a  much  longer 
time  than  when  the  course  includes  a  large  variety  of  work  each  term  to  oe 
reviewed  and  re-reviewed  in  successive  terms.  It  is  therefore  imperitive  that  the 
work  be  treated  as  a  definite  course  having  well  related  principles  to  be  de- 
veloped in  their  logical  order. 

SIXTH     GRADE. 

The  pupils  of  the  sixth  grade  should  learn  as  the  basis  of  the  work  to  fol- 
low: The  nature  of  a  true  surface  and  how  to  produce  it;  How  to  lay  off  spaces 
and  draw  lines  with  both  pencil  and  knife. 

Pieces  should  be  properly  fitted  for  making  simple  butt  joints  to  be  held  ''»y 
nails  or  screws.  The  common  uses  of  nails  and  screws  should  be  studied. 
Pupils  should  be  taught  to  apply  this  knowledge  by  considering  such  problems 
as  leveling  a  piece  of  ground,  building  a  fence,  making  a  shelf,  etc. 

The  tools  used  should  include  pocket  rule,  planes,  trysquares,  gauge,  knife, 
pencil,  hacksaw,  hammer,  bits,  bit-brace,  screwdriver,  brace  and  brush  for 
applying  finish. 

185 


COURSE  OF  STUDY 


Th6  m9,terials  used  should  include  at  least  two  kinds  of  wood  common  to 
local  lumber  yards;  nails,  screws,  stains,  sandpaper,  shellac  and  wax. 

Pupils  completing  the  work  of  the  sixth  grade  should  be  able  to  assist  in 
industrial  work  about  the  home  by  using  hammer  and  nails,  sawing  boards,  for 
rough  work,  planing,  boring  holes.  They  should  have  gained  the  mechanical 
sense  to  an  extent  sufficient  to  be  of  real  service  in  assisting  in  the  mechanical 
work  about  the  farm.  They  should  be  able  to  read  simple  outline  drawings 
and  to  understand  printed  directions  for  doing  mechanical  work,  such  as  are 
to  be  found  in  their  text  book  and  in  periodicals  for  boys. 

SEVENTH     GRADE. 

The  pupils  of  the  seventh  grade  should  apply  the  priciples  learned  in  the 
sixth  grade  to  larger,  problems.  This  should  include  the  working  of  a  larger 
variety,  tapering,  rounding  and  simple  whittleing  as  in  making  the  round  or 
bored  joint. 

In  this  grade  the  uniting  of  several  pieces  ihto  a  framwork  by  square  butt 
joints  should  be  thoroly  taught.  Surfaces  should  be  smoothed  and  finished  in 
first  class  shape.  The  mastery  of  the  simple  problems  of  joinery  should  be 
demonstrated  by  accurately  squared  edges,  well  shaped  corners  close-fitting 
joints  worked  to  definite  lines. 

In  addition  to  the  tools  of  the  sixth  grade  the  seventh  grade  should  use 
the  larger  saws,  a  larger  variety  of  bits,  nails  and  screws.  They  should  also 
learn  to  use  the  scraper  in  smoothing  surfaces  to  be  polished  by  use  of  shellac 
or  varnish  and  pumice  stone. 

Pupils  completing  the  work  of  this  grade  should  be  able  to  demonstrate 
their  knowledge  about  the  home  by  doing  simple  repair  work  requiring  nails, 
screws,  or  glue;  by  planning  and  executing  simple  projects  requiring  accurate 
measuring,  sawing,  planing  and  joining.  They  should  be  able  to  work  pieces 
of  wood  straight,  tapered  or  rounded  as  sometimes  required  in  machinery  re- 
pairs. They  should  know  the  names  of  tools,  materials  and  proceses  sufficiently 
to  understand  directions  and  be  thoroly  helpful  to  a  skilled  mechanic. 

They  should  be  able  to  read  simple  drawings,  make  pencil  sketches  and 
make  out  small  lists  of  materials.  They  should  be  able  to  work  from  printed 
directions  and  should  be  able  to  tell  of  their  work  in  well  expressed  written 
language. 

EIGHTH      GRADE. 

The  work  of  the  eighth  grade  should  include  working  simple  angles,  more 
complicated  uses  of  screws  and  nails;  the  producing  of  first  class  surfaces  and 
the  finishing  of  hard  wods.  They  should  learn  how  to  lay  out  and  make  simple 
rightangled  mortise  and  tenon  joints;  should  learn  to  use  the  chisels  and  be 
able  to  keep  edge  tools  in  proper  condition.  They  may  not  learn  to  lay  out 
large  projects  such  as  complicated  pieces  of  furniture,  materials  for  buil'ings, 
compound  angles,  etc.,  but  should  be  able  to  work  such  pieces  properly  a^^ter 
being  laid  out. 

They  should  be  able  to  plane  exactly  to  a  line  and  saw  rough  material  for 
building  accurately  to  pencil  line.  They  should  be  able  to  read  drawings  and 
make  out  bills  of  materials  of  simple  projects.  They  should  be  able  to  follow 
printed  directions,  to  describe  both  orally  and  in  written  method  of  work  and 

186 


MANUAL   TRAINING 


make  use  of  books  and  periodicals  in  gaining  definite  assistance  in  mechanical 
work.  In  short,  they  should  be  able  to  work  successfully  under  the  directions 
of  a  competent  mechanic. 

FIRST       YEAR     HIGH       SCHOOL 
(SMALL  SCHOOLS  ONLY.) 

The  pupil  should  be  able  to  lay  out  simple  angles  by  use  of  framing  square, 
and  make  projects  in  cabinet  work  in  a  first  class  manner  demonstrating  a 
definite  knowledge  of  the  principle  involved.  They  should  be  able  to  read  work- 
ing drawings  of  the  larger  pieces  of  furnture  or  of  other  small  projects  and 
should  be  able  to  make  pencil  sketches  of  all  obejcts  that  they  may  make. 

They  should  know  the  uses  and  common  grades  of  commercial  woods  of  the 
local  yards  and  understand  the  chief  methods  of  sawing  to  produce  the  various 
grades  and  kinds  of  commercial  lumber  and  should  have  some  knowledge  cf 
commercial  foreign  woods. 

They  should  be  able  to  plan  out,  make  working  sketches  and  do  all  selecting 
of  materials  and  do  all  work  required  in  common  projects  and  repairing  of 
wooden  structures  of  farm  equipments;  should  be  able  to  make  boxes,  bins,  pat 
up  shelving  and  similar  projects  in  a  thoroly  workmanlike  manenr. 

In  case  the  work  is  being  taught  for  the  first  year  to  these  pupils,  there 
having  been  no  opportunity  for  them  to  complete  the  work  of  the  grades,  the 
standard  for  the  eighth  grade  may  be  substiuted  for  these  requirements  for  firs: 
year  high  school. 


187 


DOMESTIC  SCIENCE 


Domestic  Science 


DOMESTIC    ART    COURSE    FOR    COMMON    SCHOOLS 

{Prepared   dy   Clara   Orton   Smith,   State   Normal-Industrial   School,   Ellendale, 
Nor.  Dak.  Under  direction  of  President  Kern.) 

Due  to  an  overcrowded  course  of  study  a  great  deal  of  time  cannot  be  usel 
for  Domestic  Art.  In  many  schools  the  teacher  will  be  able  to  spend  perhaps 
one-half  of  a  day  each  week  for  this  work  but  she  should  plan,  in  all  cases,  to 
give  at  least  one-quarter  of  a  day  per  week.  Due  to  the  very  limited  amount  of 
time  the  teacher  should  not  plan  to  have  her  pupils  complete  a  great  many 
articles.  The  aim  of  the  work  in  sewing  should  be  to  teach  the  elementary 
principles  of  hand  sewing,  to  train  the  hand  toward  accurate,  caretaking  exe- 
cution, to  train  the  eye  and  mind  to  a  discriminating  appreciation  of  that  which 
is  true  and  good.  The  work  in  sewing  should  be  accomplished  by  elementary 
talks  and  investigations  relating  to  the  textiles  fibers,  their  growth  and  manu- 
facture. These  talks  should  include  the  study  of  the  growth  of  cotton,  flax, 
wood  and  silk;  spinning  and  weaving,  in  pioneer  days  in  America  and  in  the 
factories  of  the  present  time.  Compare  the  home  life  of  that  former  perioil 
and  of  today,  as  influenced  by  the  transition  of  the  textile  industry  from  home 
to  factory.  The  teacher  may  read  to  her  class  while  they  work,  having  selected 
stories  which  treat  of  these  subjects  from  story  books,  histories,  nature  study 
books  and  magazines.  Sewing  should  not  be  given  as  a  subject  compelte  and 
entire  in  itself,  but  it  should  be  carefully  correlated  with  the  other  branches 
of  the  course  of  study,  such  as.  Arithmetic,  in  measuring,  and  computing  costs; 
spelling  of  all  new  terms;  history  of  textile  and  sewing  industry;  nature  studv 
in  study  of  the  textiles. 

Equipment: 

Each  pupil  should  be  provided  with  a  thimble,  assorted  needles,  pins,  mediura 
sized  white  cotton  thread,  scissors  and  tape  measure.  In  some  cases  it  will 
seem  advisable  that  the  school  install  these  articles  in  each  school  house,  as 
permanent  equipment;  while  in  other  places  each  child  should  furnish  her  own 
things.  In  either  case  each  child  should  have  her  own  things  to  be  cared  foj' 
throughout  the  year,  and  to  be  returned  entire  and  unharmed  at  the  close  of 
the  year. 

If  the  school  be  far  from  town  it  will  be  necessary  for  the  teacher  to  select 
all  materials  that  are  to  be  used  in  class  exercise.  She  should  then  apportion 
the  cost  among  the  pupils.     Successful  sewing  lessons  may  be  carried  on  foi' 

188 


DOMESTIC    SCIENCE 


two  or  three  cents  per  lesson.  The  use,  wearing  qualities,  suitability  and  price 
of  aach  material  used  should  be  discussed.  For  instance,  when  making  under- 
wear, the  teacher  should  compare  the  cost,  desirability  and  suitability  of 
bleached  and  unbleached  muslin,  long  cloth,  cambric,  nainsook,  linen  and  dim- 
ity. Samples  of  each  material  should  be  compared,  so  that  the  children  will 
know  the  characteristics  of  each  material. 

The  following  outline  is  given  merely  as  a  suggestion  to  all  teachers,  buL 
each  teacher  must  alter  it  to  comform  to  the  peculiar  limitations  of  her  own 
school  and  the  needs  of  her  own  pupils.  The  articles  should  always  be  of  a 
useful  nature.  Samples  or  models  should  only  be  made  when  it  seems  necessary 
to  practice  on  some  new  or  difficult  stitch.  More  interest  is  always  manifested 
in  making  something  for  a  specific  use.  .Every  exercise  should  be  so  introduced 
to  the  class  that  it  will  develop  accuracy  and  care  taking  powers.  Wherever  it 
is  at  all  possible  the  article  should  be  cut  out  by  the  child  herself  either  from 
measurements  or  from  a  pattern.  New  stitches  should  be  explained  and  illus- 
trated on  the  black  board  and  should  best  be  practiced  on  soft  muslin,  with  red 
or  blue  thread,  before  using  it  on  any  garment  or  article. 

The  following  plan  may  be  followed  for  pupils  in  the  fourth,  fifth,  sixth  and 
seventh  grades: 

1.  Work  bag:     This  bag  is  made  to  carry  the  work  to  and  from  school. 
Material:     15  inches  of  silkoline,  one  yard  wide,  2%  yards  of  ribbon  or  tape 

for  a  draw-string. 

Method:  This  bag  should  be  put  together  to  make  a  simple,  stright  bag 
with  a  l^  inch  heading  and  ^/^  inch  casing  for  the  draw-string  and  with  a  small 
button  hole  at  each  end  to  draw  the  string  through.  Basting,  hemming,  com- 
bination, and  back  stitch  should  all  be  used  in  this  exercise. 

2.  Pin  Cusion:  This  cushiom  should  be  about  3  inches  square  when  com- 
pleted. 

Material:Turn  the  inner  case  use  a  very  soft  unbleached  muslin,  cut  2^2  x 
G14   inches. 

Method:  Turn  the  edges  in  i/i  inch  and  overhand  the  edges  on  two  sides 
together,  leaving  one  side  open  to  fill.  For  filling  use,  sawdust,  bran,  wool  or 
rice,  which  ever  may  be  procured  most  cheaply.  For  outer  covering  pupils  may- 
bring  pieces  of  pretty  silk  or  other  material  from  home.  Overhanding  is  the 
only  new  stitch  employed  in  this  article. 

3.  Needle-hook:     This  is  made  to  complete  the  furnishing  of  the  work-bag. 
Material:     Light  weight  card  board,  3x4  inches.    Silk  for  cover  3^^  x  4i/.2 

inches.     Flannel  for  leaves  2%  x  Z%  inches. 

Method:  Bend  card  board  in  center,  but  do  not  break.  Cover  one  sid3 
with  silk  and  turn  edges  over  the  edge  of  the  card  board.  Hem  the  inner  covei- 
to  the  inside  of  book  about  Vs  inch  from  the  edge— thus  allowing  the  narrow 
rim  of  the  outer  covering  to  show  Vs  inch.  Notch  flannel  and  sew  to  center  of 
the  book. 

4.  Small  sewing  apron:  To  be  made  to  fit  the  child  who  makes  it  and 
long  enough  to  reach  the  knees. 

Material.    About  %  yards  of  dimity. 

Method:     Cut  long  enough  to  reach  the  knees,  allowing  for  hem  and  about 


189 


COURSE  OF  STUDY 


22  inches  wide.    Each  side  of  apron  should  have  a  %  inch  hem  and  those  should 
b^  a  two  or  three  inch  hem  at  the  bottom.    May  be  made  to  button  or  tie. 

5.  Darning.  Pupils  should  be  asked  to  bring  a  stocking  from  home  that 
contains  small  holes. 

Material:     Darning  cotton,  darning  needles,  card  board  to  work  over. 
Method:     Use  the  simple  weaving  of  warp  and  worf  threads  and  work  on 
the  wrong  side  of  stocking. 

6.  Patching: 

7.  Mending  of  torn  places  in  clothing: 

8.  Flannel  underskirt:     Made  to  fit  the  child  who  makes  it. 

If  there  is  time  for  other  garments,  the  teacher  should  choose  those  which 
to  her  seem  most  suitable. 

Eighth  grade  pupils  may  be  taught  to  make  the  same  things  if  they  have 
not  already  completed  this  course.  Otherwise  they  should  be  given  some  more 
advanced  hand  work — simple  pieces  of  fany  work  may  be  introduced;  includin;^ 
hemstitching,  catch-stitching,  fagotting,  french  knots,  etc. 

Teachers  will  find  the  following  books  helpful  in  teaching  sewing: 

"Goodwins  Court  in  Sewing"  by  Emma  E.  Goodwin. 

Book-I.-II.-III. 


190 


MUSIC 


Music 


GRADE  I.       FIRST  HALF  OF  YEAR 
Teach  from  fifteen  to  twenty  rote  songs.     See  Manual. 

SECTION  I. 

Use  daily  voice  drills,  using  syllables  loo-moo-koo,  etc.  The  rote  song  may 
thus  be  sung  to  improve  quality  of  tone. 

At  the  end  of  the  , first  half  year  the  teacher  should  learn  who  of  her  students 
sing  in  a  monotone,  and  should  place  them  during  the  singing  period  in  front  of 
and  between  the  best  singers.  Urge  them  to  listen  to  all  the  sounds  they  hear; 
for  example,  bells,  whitles,  bird  songs,  etc.,  and  try  to  imitate  them.  Play 
games.  Blindfold  a  monotone  and  let  one  of  his  class  sing  a  phrase  of  a  rote 
song  and  see  if  he  can  tell  who  sang  it.  Let  him  sing  a  phrase  of  a  rote  song 
and  see  if  he  can  tell  who  sang  it.  Let  him  also  learn  to  recognize  the  speak- 
ing voice.     Strike  different  substances  and  let  him  tell  what  you  struck. 

Give  constant  attention  to  the  training  of  the  ear,  for  this  is  the  time  they 
must  be  cured  of  their  monotonous  usinging. 

LAST  HALF  OF  FIRST  YEAR 

Review  and  continue  rote  songs.  Begin  active  drill  work  to  develop  sense 
of  rhythm.  Teach  any  bright  strongly  accented  song  in  2-4  time  as  a  rote  song. 
When  learning  to  divide  school  in  two  divisions,  have  one  sing  the  song  while 
the  other  half  say  "Loud,  soft;  loud,  soft;  loud,  soft;  etc.  Then  let  them  make 
rhythmical  motions  in  the  air,  thus: 

The  larger  circle  on  the  accented  part  of  the  measure.  Then  send  four  or 
five  to  the  board  and  let  them  make  the  circles  rather  large  on  the  board  in 
rhythm  to  the  singing.  The  teacher  may  be  obliged  to  hold  their  hands  and 
help  them.  Continue  until  all  can  make  circles  without  any  jerky  or  irregular 
movements.  Use  other  songs  in  2-4  time,  then  songs  in  3-4  time,  using  the 
words  loud,  soft,  soft;  loud,  soft,  soft  for  the  measure  names  in  3-'4  time.  Use 
many  action  and  game  songs  to  develop  the  sense  of  rhythm. 

Increase  difficulty  of  rote  songs  during  the  year  teach  them  forty  to  forty- 
five  songs,  several  of  these  should  be  scale  songs.  See  Manual  Section  IV  for 
ear  training  in  two  part  music. 

191 


COURSE  OF  STUDY 


SECOND      YEAR 

Review  rote  songs  and  continue  rote  songs. 

Central  thought.     Tone  Relationship,  See  Manual  Section  II. 

Continue  memorizing  the  syllables  of  songs  but  of  more  difficult  songs  than 
were  used  in  the  first  year.    See  last  part  of  Section  11  in  manual. 

Written  work  and  ear  drill.  Write  scale  on  staff,  the  teacher  placing  the 
sharps  of  flats. 

Write  what  teacher  sings,  as  1,  2,  3,  2,  1,  etc.,  teacher  sings  them  with  loo. 


THIRD      YEAR 

Central  Thought — Ease  in  reciting  music  from  printed  page — Enunciation 
in  singing. 

Two  part  rhythm  according  to  Manual  Sec  .3.     First  part. 

Review  rote  songs;  teach  new  ones.  Give  continued  attention  to  enuncia- 
tion, with  special  reference  to  initial  and  final  consonants. 

Teach  three  part  measure,  with  eighth  notes  and  corresponding  rests. 

Place  first  music  reader  in  the  hands  of  the  pupils;  let  them  sing  by  note 
the  first  twenty  pages  which  they  have  already  sung  from  the  board,  learning 
to  place  do  and  write  easy  dictation  exercises  in  all  keys  studied. 

Example  of  dictation — teacher  songs  13385  8  with  loo,  child  write  on  staff. 

Teach  keys  of  one  and  two  sharps,  teach  keys  of  one  and  two  flats.  Much 
ear  training  of  this  kind  should  be  given.  See  Manual  Section  IV  for  the  two 
part  music  work. 


FOURTH        YEAR 

Central  Thought — Ease  in  reading  different  ryhthms. 
General  review  of  all  primary  work  done  in  more  advanced  form. 
Teach  the  dividend  beat  according  to  Manual  Sec.  V  following  by  drills  in 
exercises  and  songs.     Give  practice  in  two  part  singing. — See  Manual  Sec.  IV. 
Teach  sharp  4  and  flat  7  according  to  Manual,  Sec.  VII  and  VIII 
Explain  meaning  and  use  of  all  marks  of  expression  as  they  appear 
Give  written  work  and  drills  and  dictation. 
Teach  letters  of  the  staff  and  have  the  1,  2,  and  3,  flats  thoroly  learned. 


FIFTH      YEAR 

Central   Thought — Chromatic  work. 

Use  chromatic  drills  given  in  Manual,  Sec.  IX. 

Learn  songs  applying  these  chromatic  intervals. 

Teach  the  dotted  quarter  as  it  occurs  in  2-4,  3-4,  and  4-4  measures.       See 
Manual  Sec.  V. 

Two  part  singing  should  be  thoroly  developed.     See  Manual,  Sec.  IV,  last 
part. 
Ear  training — dictation. 

192 


MUSIC 

SIXTH      YEAR 

Three — part  singing  may  be  commenced.     See  Manual,  Sec.  X. 
Minor   scales    studies   according   to   Manual,    Sec.    XI.       Complete   second 
reader. 

Ear  drills;  dictation. 

SEVENTH   YEAR 

Study  all  the  songs  in  minor  keys  in  third  reader. 

Give  drills  in  singing  and  writing  Normal  minor  scales. 

Melodic  minor  scales  and  Harmonic  minor  scales. 

Complete  third  reader. 

In  this  grade  supplementary  Codas,  Beacon  Series  leanets  may  be  used  to 
great  advantage. 

EIGHTH      YEAR 

Teach  the  bass  dec.     See  Manual  Sec.  XII. 

Teach  the  chords  in  both  Major  and  Minor  keys,  on  degrees  1,  5,  and  4;  see 
Manual  Sec.  XIII. 

Read  by  note  the  fourth  reader. 

Written  work,  ear  drills.     Writing  easy  melodies  after  hearing  teaching 
sing. 

Write  notes  from  memory  of  familiar  songs. 


REMARKS  TO  PREFACE  MANUAL 

Teach  the  bass  cleff.    See  Manual  Sec.  XII. 

1st.     Knowledge  of  subject  matter. 

2nd.  Knowledge  of  the  fundamental  principles  of  education  and  the  appli- 
cation of  same  to  subject,  to  be  taught. 

3rd.  Tact  and  sympathy  to  fit  the  work  to  the  needs  of  those  to  be  taught 
and  power  to  hold  the  attention  of  pupils. 

The  first  thing  is  to  give  rote  songs.  The  child  should  know  at  least  fifty 
songs  before  any  technical  work  is  given. 


ROTE  SONGS    CLASSIFIED 

Morning  Songs.  Washington's  Birthday  Songs. 

Action  Songs.  Arbor  Day  Songs. 

Vacation  Songs,  Memorial  Songs. 

Season  Songs.  Lullaby  Songs. 

Flower  Songs.  Weather  Songs. 

Christmas  Songs.  Easter  Songs. 

Thanksgiving  oongs.  Game  Songs. 
Lincoln's  Birthday  Songs. 

193 


MUSIC 


EXCELLENT  BOOKS  FOB  BOTE  SONGS. 


Modern  Primer,  price  30  cents,  Silver  Burdette  &  Co.,  Chicago,  III. 

Teacher's  Edition  of  Educational  Music  Course.     Ginn  &  Co.,  Chicago,  111. 

Child  World  Book  I.  and  Book  II.  by  Mrs  Gaynor,  Schirmer  &  Co,  25  West 
St.,  Boston,  Mass. 

Little  Songs  for  Little  People,  Neidlinger,  Schirmer  &  Co.,  West  St.,  Bos- 
ton, Mass. 

Song  Stories  for  the  Kindergarten,  by  Mildred  &  Patty,  S.  Hill,  Schirmer  & 
Co.,  25  West  St.,  Boston,  Mass. 

Earth,  Sky  and  Air,  Neidlinger,  American  Book  Co.,  Chicago,  111. 

MANUAL     SECTION     I. 

BOTE  SONGS. 

Definition, — Singing   by   imitation. 

AIM. 

1.  General  Aims. — 1.    Physical  training.      2.    Aesthetic  training.     Ethical 
ture. 

2.  Special  Aims. — 1.     To  promote  natural  breathing.     2.     To  cultivate  the 
taste. 

3.  To  train  ear,  voice  and  eye.    4.    To  teach  good  style  of  singing. 
2.    How  Taught. 

The  teacher  sings  the  song  entire  in  the  most  artistic  manner  possible,  one, 
two,  three,  four,  five,  six  or  seven  times.  It  must  be  sung  until  the  children 
are  almost  ready  to  hum  it.  Then  she  sings  short  phrases  and  has  the  children 
echo  the  phrase  until  it  is  thoroly  known.  This  is  repeated  until  all  the  phrases 
of  the  song  are  sung.  Then  the  phrases  are  joined,  and  the  teacher  sings  with 
the  children  until  they  can  sing  corectly  alone. 

MANNEB   OF   ACCOMPLISHING    SPECIAL    AIMS. 

I.  To  promote  natural  breathing: 

1.  Never  speak  of  breathing. 

2.  Sing  rapidly  (Important)  for  by  slow  singing  the  phrases  becomes  so 
long  that  they  tire  the  children. 

3.  Never  hurry  over  the  breathing  places. 

4.  Make  the  phrases  short  and  give  the  children  this  exercise, — Inhale  as 
if  smelling  a  beautiful  rose.     Exhale  with  sh. 

Be  sure  to  have  child  on  balls  of  feet,  and  when  sitting  have  his  back 
against  back  of  desk. 

Air  must  be  pure  in  the  room. 

II.  To  Cultivate  The  Taste. 

1.  Teach  only  good  music. 

2.  Give  children  as  perfect  an  example  as  possible  for  imitation  Give  as 
many  opportunities  as  possible  to  hear  good  music. 

3.  Choose  songs  in  which  words  are  of  a  character  interesting  to  children. 

4.  Insist  upon  artistic  rendering  of  the  song  by  the  children. 

194 


^ MUSIC 

(Caution.    Do  not  permit  children  to  sing  except  under  guidance  of  teacher. 
Teachers  should  not  be  correcting  papers  while  children  are  singing.) 
III.    To  Cultivate  the  Ear,  Voice,  and  Eye. 

1.  Always  give  key  note  before  starting  to  sing.  Singing  in  too  low  a 
pitch  is  very  injurious  to  children's  voices.  Each  teacher  must  have  a  pitch 
pipe  ;the  Congdon  pipe  is  the  best. 

2.  Never  allow  children  to  sing  out  of  tune.  When  children  sing  out  of 
tune  have  them  sing  more  rapidly  and  lightly;  if  this  does  not  help,  open  the 
window  and  give  them  gymnastic  exercises.  If  this  does  not  cure  it,  let  them 
sing  in  a  different  key.  Should  this  fail,  do  not  let  them  'sing  the  song  again. 
Test  key  frequently  with  the  pitch  pipe. 

3.  To  cultivate  the  ear,  correct  every  false  intonation.  Never  allow  the 
child  to  think  he  is  singing  correctly  when  he  is  not. 

4.  If  the  ear  of  any  child  is  very  deficient,  that  child  must  be  dealt  with 
alone.  Such  a  child  is  called  a  monotone.  In  the  first  place  put  your  monotones 
in  front  of  your  best  singers.  Stand  over  him  and  sing  right  into  his  ear,  then 
tell  him  to  sing  what  you  put  into  his  ear. 

Another  way  is  to  take  the  tone  he  calls  do  and  have  him  call  a  boy,  JonniB, 
having  the  two  syllables  of  that  name  cover  an  octave.  If  he  can  do  this,  he 
will  soon  learn  the  intermediate  tones.    Fa  is  the  hardest  tone  for  monotones. 

For  cultivation  of  voice  have  children  always  sing  with  a  light  quality  of 
tone. 

The  teacher  herself  must  never  produce  chest  tones  before  the  children,  nor 
allow  them  to  use  them.  To  prevent  chest  tones,  give  songs  that  begin  on  high 
tones.  They  can  not  give  chest  tones  in  high  notes.  A  child's  best  tones  are 
within  the  staff,  so  a  teacher  should  make  an  effort  to  keep  within  the  staff. 
The  air  should  be  pure  and  the  children  perfectly  comfortable,  their  feet  should 
touch  the  floor.  Do  not  scold  children  for  singing  incorrectly.  Get  them  in  a 
happy  frame  of  mind.  In  order  to  get  the  right  quality,  try  to  get  the  right 
feeling. 

There  should  be  special  ear  training. 

1st  year's  work  in  ear  training: 

Exercise  1. — Sing  a  phrase  of  song  with  la,  and  see  if  the  children  can- 
not recognize  it. 

Exercise  2. — Give  two  or  three  tones  wiht  la,  and  have  them  imitate. 

Exercise  3. — Have  every  child  sing  a  song  alone. 

Exercise  4. — Play  ear  testing  games. 

SECONDYEAR. 

SECTION  II. 

In  this  year  begin  actual  note  singing. 

Note  singing  is  the  translation  of  the  symbols  of  music  into  song. 

195 


COURSE  OF  STUDY 


CENTRAL  THOT  OF  THE  YEAR: 


TONE  BELATIOXSHIP. 


AIMS. 

General  Aim. 

Discipline   (mental). 
Special  Aims. 

1.  To  teach  tone  relationship. 

2.  To  cultivate  sense  of  rythm. 

3.  To  teach  all  symbols  of  music. 

4.  To  make  quick  and  artistic  sight  singers. 


SPECIAL  AIMS. 


/.    To  teach  tone  relationship. 


1.  The  first  thing  in  teaching  tone  relationship  is  to  perfect  the  major 
scale.  Anything  that  must  be  so  thoroly  learned  must  have  many  ways  of  pre- 
sentation to  the  child.  The  child's  thoro  knowledge  of  the  scale  is  indispensi- 
ble  in  rapid  sight  singing. 

The  first  way  is  to  teach  the  scale  in  the  form  of  a  rote  song;  as 
8765432  1  876543  21        m 

"Oh,   what   a   lovely   day   in   May!"    or   "See   the   sun    so   bright-ly   shin-ing." 

87654321 
"How  loud  and  clear  ring  out  the  bells." 

The  second  way  is  by  means  of  the  syllabus.  Have  the  children  change 
the  position  of  their  mouths  in  singing  every  syllable,  do,  ti,  la,  sol,  fa,  mi, 
re,  do. 

The  third  way  is  to  sing  the  scale  by  numbers,  8,  7,  6,  5,  4,  3,  2,  1. 

The  fourth  way  is  to  give  the  children  hand  signs. 

The  fifth  way  is  to  give  them  the  different  rhythmical  forms. 

In  the  first  rhythmical  form  every  tone  is  accented.  This  is  2-4  time.  In 
the  second  every  third  tone  is  accented:  %  time.  In  the  third  sing  two  shoii 
notes  and  one  long:  2-4  time.  In  the  fourth  sing  three  short  notes  and  one 
long:     %  time. 


Ex.  of  1 


Ex.  of  2 


Ex.  of  3 


Ex.  of  4 


196 


MUSIC 

12.  The  second  work  in  tone  relationship  is  the  turning  on  the  scale. 
The  first  turn  should  be  made  on  mi,  the  next  on  so.  Do,  re,  mi,  re,  do,  etc. 
One  way  of  doing  this  is  to  tell  the  children  that  you  will  be  their  scale,  and 
that  when  you  turn  they  must  turn  on  the  scale.  They  change  tone  on  each 
step  they  take. 


Another  way  is  to  draw  this 
stairway  on  the  board  and  have 
them  sing  "Humpty  Dumpty  sat  on 
the  wall,"  on  each  of  the  steps,  i.  p., 
on  each  tone  of  the  scale.  We  play 
we  bring  Humpty  Dumpty  down. 
Sometimes  part  way  down  to  sol, 
sometimes  to  mi,  etc.,  then  turn 
and  go  to  the  beginning  made. 


3.  The  third  step  in  tone  relationship  is  to  teach  the  relation  of  one  or  do 
to  every  other  tone  of  the  scale.  To  do  this  have  the  children  sing  do,  re,  do, 
re,  do,  etc.,  do,  re,  mi,  do,  mi,  do,  etc.,  do,  re,  mi,  fa,  do.  Then  have  them  sing 
all  the  intervals  of  the  scaH  1,  2,  1,  2,  1;  1,  2,  3,  1,  3,  1,  3;  1;  2,  3,  4, 
1,  4,  1,  4,  1,  etc.  Then  begin  at  the  top  and  work  down:  8,  7,  8,  7,  8;  8,  7,  6,  8, 
6,  8;  8  7,  6,  5,  8:  8,  7,  6,  5,  4,  8,  4,  8;  etc.  Do  this  until  every  tone  in  the  scale 
has  been  developed.  The  next  to  be  developed  should  be  3  and  the  next  5.  These 
drills  can  be  given  with  the  ladder,  staff,  or  column  of  figures. 


Ex.  of  1. 


Ex.  of  2. 


197 


COURSE  OF  STUDY 


The  fourth  way  of  developing  tone  relationship  is  by  mems  of  three 
chords.  The  first  is  the  Tonic  chord— 1  4  6  8.  The  next  is  the  Sub-Dominant 
chord — 1  4  6  8.  The  last  is  the  Dominant  chord:  15  7  2  (above  high  do)  S. 
Teach  the  children  to  recognize  these  when  you  sing  them  with  la.  Apply  this 
by  selecting  songs  that  contain  the  scale  progressions,  especially  those  with  the 
Tonic  and  Sub-Dominant.    The  first  skips  to  be  found  in  these  chords, 

5.  Write  on  the  board,  using  the  staff,  one  of  the  most  attractive  songs 
learned  by  rote,  under  each  note  write,  the  syllable  name  and  have  the  children 
learn  to  sing  the  song  with  the  syllable  names.  Memorize  ten  or  fifteen  songs 
in  this  way. 


Ex.  12. 


do,  ti.  do,  re  me.  fa,  S3l,  la,  ti,  do,  la,  sol,    fa,  mi,  fa,  ri.    sol,  mi,  do,  re,  fa,  mi,  re,  do 

These  tone  relationship  drills  must  be  continued  even  thru  the  third  and 
fourth  grade  until  the  knowledge  is  as  automatic  as  the  multiplication  table  is 
to  be  an  expert  mathematician. 

Written  work  and  ear  drills. 

1.  Be  sure  that  each  child  can  write  the  scale  after  the  sharps  or  flats 
have  been  placed  and  the  teacher  has  given  the  place  for  do. 

2.  Teacher  sings  with  loo,  1,  2,  3,  1  or  1,  2,  3,  2,  1  or  any  easy  phrase  like 
the  above  and  the  children  write  what  is  sung  upon  the  staff.  Have  written 
work  about  once  a  week. 

3.  Sometimes  copy  an  easy  song. 


SECTION    III. 

BHYTHM 

In  teaching  this  subject  it  is  necessary,  at  first,  to  give  the  child  the  feeling 
of  rhythm.  This  has  been  attempted  usually  thru  the  sense  of  touch  or  sight. 
It  will  be,  however,  preferable  to  form  this  sense  thru  the  ear,  and  we,  there- 
fore, use  the  song  as  the  basis  of  instruction  in  tone  relationship. 

Any  of  the  songs  used  hitherto  may  now  be  utilized  to  develop  in  the  child'y 
mind  a  consciousness  of  rhythm  and  thus  make  definite  and  distinct  that  which 
he  has  unconsicously  been  doing  from  the  beginning.  The  teacher  may  call 
attention  to  the  regular  recurrence  of  loud  and  soft  tones,  selecting  portions  of 
songs  to  illustrate  the  point;  directing  the  pupils  to  sing  a  few  measures  of  a 
song  which  is  known  to  them,  the  words  "loud,  soft"  (loud  being  emphasized) 
being  substituted  in  their  proper  places  in  each  measure  for  the  words  of  the 
song.  Here  should  be  reviewed  the  making  of  circles  in  rhythm,  and  the  clap- 
pnig  of  the  hands. 

Two  part  Rhythm,  2-4  time;  one  tone  to  each  measure  word. 

The  teacher  may  write  on  the  board  the  following  songs:  1,  2,  3,  4,  5,  3,  5,  3. 
Class  will  sing  using  these  words:     Hear  the  clock  say  tick  took,  tick  took. 


198 


MUSiC 

Repeat  the  song  using  the  word  "Loud,  soft,  loud,  soft,  loud,  soft,  loud, 
soft."  The  teacher  now  asks  how  many  times  the  words  loud,  soft,  were  sung, 
and  will  then  say:  "Yes,  you  have  sung  four  two-part  measures.  Whenever 
you  say  "loud,  soft"  in  this  manner  you  are  giving  me  the  measure  words  of  a 
two-part  measure."    Teacher  then  represents  it  thus: 


fajJiJJirJirJi 


Call  upon  the  children  to  name  the  number  of  two-part  measures  written, 
and  also  call  the  attention  to  the  2-4  signature  writen  at  the  beginning  of  the 
song.  Also  the  to  the  bar,  and  the  strong  accent  always  coming  after  the  bar. 
Follow  this  with  two  or  three  month's  practice  in  songs  and  exercises  in  this 
rhythm,  calling  the  children's  attention  to  the  facts  that  some  songs  begin  on 
the  soft  part  of  the  measure,  sometimes  a  tone  is  held  during  the  loud  and  soft 
part  of  the  measure,  namely  the  half  note;  and  also  that  we  may  rest  during 
any  part  of  the  measure,  while  we  whisper  or  think  the  word  out  loud  or  soft. 

THEEE-PART  RHYTHM,   %   TIME. 

Teacher  sings:  1,  2,  3,-1,  2,  3,-4,  3  ,2,-3,  2,  1  to  the  words.  Hear  Little 
Bob-o-link  singing  so  merrily.  Class  imitate.  Then  divide  the  class,  one-half 
singing  words:  Hear  little  Bob-o-link,  etc.,  while  the  other  half  counts  the 
number  of  loud  tones.  Teacher  will  draw  comparisons  by  saying:  "What 
measure  have  we  learned  heretofore?"  Class  answers  "Two  part  measure." 
Teacher  says:  "Give  the  measure  words  for  two-part  measure."  Class: 
"Loud  soft,  loud  soft,  etc." 

Teacher:      "Sing  the  little  song  you  have  learned  for  two-part  measure." 

Children  sing  the  phrase  used  for  teaching  of  two-part  measure. 

Teacher:  "Now  we  will  sing  our  new  song  and  see  if  we  can  feel  the 
measure." 

Teacher  counts  "Loud,  soft,  soft,"  while  the  children  sing. 

Teacher:     "How  many  tones  come  after  the  loud  tone?" 

Class:     "Two." 

Teacher:     "Then  give  the  measure  words." 

Class:     "Loud  soft  soft,  loud  soft  soft." 

Teacher:     "How  many  parts  to  the  measure?" 

Class:     "Three." 

Teacher:  "Whenever  you  sing  'Loud,  soft,  soft,'  in  this  manner  you  sing 
in  three-part  measure." 

Represent  on  the  staff.  Call  attention  to  time  signature,  %.  Give  drill  and 
practice  with  songs  and  exercises,  teaching  that  the  note  is  held  during  "Loud, 
soft,  soft." 

Teach  4-4  and  6-8  rhythms  in  similar  manner. 

Measure  names  for  4-4  are  "Loud,  soft,  light,  soft." 

Measure  names  for  6-8  time:     "Loud,  soft,  soft,  light,  soft,  soft." 

199 


COURSE  OF  STUDY 


SEVTION      IV. 
TWO        PART      SINGING. 

Two-part  singing  is  not  a  separate  study,  but  may  be  introduced  in  the  first 
year's  work.  This,  as  all  other  musical  facts  should  make  its  appeal  to  the 
sense  of  hearing  first.  When  the  children  in  the  last  half  of  the  first  year  can 
sing  some  rote  song  well,  the  teacher  may  sing  an  alto  to  it.  This  may  confuse 
the  children  at  first,  causing  them  to  lower  their  melody  or  sing  with  the  teacher, 
if  it  does  she  must  sing  very  softly  and  at  some  distance  from  them.  After 
they  are  able  to  hear  the  harmony  without  losing  their  melody,  the  teacher  may 
sing  with  fuller  voice,  nearer  to  them.  Continue  this  practice  until  small 
groups  of  children  and  even  individuals  can  sing  their  part  independently  while 
the  teacher  sings  the  alto. 

When  they  begin  to  read  two-paj-t  music  by  note,  in  the  third  and  fourth 
grades,  the  teacher  divides  the  school  into  two  divisions,  one  side  singing  J,  2, 
1;   and  the  other  1,  7,  1. 

Do  not  always  hold  exclusively  to  songs  that  use  thirds  and  sixths.  The 
class  should  not  sing  the  parts  separately  at  first,  but  both  parts  should  start 
together.  This  will  develop  independence  and  self-reliance,  and  will  concentrate 
the  child's  attention  on  each  individual  part. 

Do  not  have  the  same  children  sing  alto  all  the  time,  but  have  the  side 
that  sang  alto  one  week  sing  soprano  the  next.  This  changing  of  the  pasts 
must  continue  until  after  the  children's  voices  have  changed.  If  this  is  not 
observed  carefully  the  children's  voices  will  be  ruined.  When  their  voices 
change,  they  will  have  only  a  few  tones  they  can  sing. 

After  beginning  two-part  singing,  do  not  neglect  to  have  unison  singing,  at 
least  ,two  or  three  times  a  week.  Unison  singing  should  be  kept  up  all  thru 
the  grades,  as  bad  tone  production  can  be  more  easily  detected  in  unison  sing- 
ing, and  lightness  and  delicacy  of  tone  is  more  easily  secured. 

SECTION     V. 

THE    DIVIDED    BEAT,    OU    PULSATION. 

Teacher  sings:     Hear  the  skylark. 
13       5    5 


I 


>5j-iiri-i 


Hear  the  sky  lark. 

Class  imitate. 

Teacher  then  asks,  "How  many  and  what  kind  of  measures  did  we  sing?* 

Class:     "Two-part  measure  with  quarter  notes." 

200 


Teacher  sings: 


Class  imitate. 


MUl 


pj^J'^lrrl 


Hear  the  sky  lark. 


Teacher:     "How  many  and  what  kind  of  measures  have  we  sung?" 

Class:     "Two-part  measure  with  quarter  notes." 

Teacher:     "What  is  the  difference  between  these  two  exercises?" 

Class:     "The  last  exercise  has  more  tones  in  the  first  measure." 

Teacher:     "This  is  a  two-part  measure  containing  four  eighth  notes.     Sing 

it  again." 

Then  teacher  represents  it  on  the  board,  calling  attention  to  the  new  kind 

of  note,  the  eighth. 

Follow  with  drills,  exercises  and  songs  as  suggested  in  Course  of  Study. 
The  sub-division  into  three  and  four  parts,   may  be  taught  in  the  same 

manner  by  singing  thus: 


5th  grade 


8th  grade 


3       3 
Hear  the  sky  lark. 


SECTION    VI. 

THE    DOTED    QUARTER    ?s'0TE. 

It  would  be  well  to  give  the  following  preparation  exercises  in  work  they 
have  already  had  before  beginning  the  teaching  of  the  dotted  quater  note. 


<i>^^rJ,rJJjljll 


Development  Lesson. 


(Jo    re         mi    re 


201 


COURSE  OF  STUDY 


4>!^-J'n:ijjj|jjj|jjij..Mj.j|J.i|jj|g| 


Drill  Exercises. 


Drill  still  further  with  songs  and  exercises  selected  from  their  books. 
Exercise  for  four  notes  to  the  beat. 


jy^j^irr^ 


Hark  the  sky  lark. 
Ask  each  time  how  many  tones  to  each  word  in  the  first  measure. 


4^i»'r3;'Jirri 


p'i^j^^Wfi 


Drill  with  songs  and  exercises  containing  eights  and  sixteenths. 

Lullaby  by  Tomlins. 
JL 


SECTION     VII. 


SHARP   FOUR. 


The  chJMren  should  have  had  many  rote  songs  containing  sharp  four  be- 
fore it  is  given  to  them  in  their  note  reading. 
Sharp  four  is  taught  thus: 
Teacher  says:     "Sing  one  in  key  of  D." 
Class  sing  do. 
Teacher  says:     "Sing  five." 
Class  sing  sol. 

Teacher  says:     "Call  this  tone  eight." 
Class  then  calls  it  do. 
Teacher  says:     "Sing  8  7,  8." 


202 


MUSIC 

Class  sing  "Do,  ti,  do." 

Teacher  says:  "Call  this  that  you  have  just  sung  'Sol,  fi,  sol'  and  sing  sol, 
fi,   sol." 

Teacher  says:  "You  have  sung  five,  sharp  four,  five."  Then  she  says, 
"Sing  five  sharp  four  five,"  and  children  sing  "Sol,  fi,  sol." 

She  then  represents  it  on  the  board  thus — as  one  of  the  ways  of  represent- 
ing it. 


^^ 


Children  should  be  trained  to  know  that  all  sharped  tones  approached  froM 
above  sound  like  do,  ti,  do,  so  we  call  do,  ti,  do,  the  pattern  of  all  sharped  tones 
approached  from  above.  It  is  always  easier  to  approach  a  sharp  tone  from 
above. 

For  drill  upon  sharp  four,  see  first  page  of  Section  9  of  Manual. 

SECTION    VIII. 

FLAT   7. 

Teacher:  "Sing  8."     Class  sing  "do." 

Teacher:  "Sing  6."     Class  sing  "la." 

Teacher:  "Call  this  tone  mi."     Class  sings  mi. 

Teacher:  "Sing  3,  4,  3."     Class  sings  mi,  fa,  mi. 

Teacher:  "Call  it  la,  te,  la."     Class  sings  la,  te,la. 

Teacher:  "This  is  6  flat  7—6." 

Teacher:  "Sing  6  flat  7 — 6."     Class  sings,  la,  te,  la. 

Teacher  then  represents  on  the  board  thus: — as  one  of  the  ways  of  repre- 
senting it. 


Then  follow  with  drill  exercises  and  songs  containing  flat  7. 

SECTON    IX. 
CHROMATIC   DRILLS. 

It  will  be  found  necessary  to  give  special  chromatic  drills,  the  following 
should  be  carefully  and  accurately  learned  and  may  be  practiced  by  the  teach- 
ers* pointing  sometimes  to  the  ladder,  other  times  to  the  staff,  or  the  figures, 
having  them  carefully  written  on  the  board  as  follows: 

Sing  5,  No's.  4,  5—3,  No's  4,  5—2,  No's  4,  5—1,  No's  4,  5—6,  No's.  4,  5—7, 
No's  4,  5—8,  No's  4,  5—4,  No's  4,  5—1. 

Sing,  1,  2,  No's  1,  2,-1,  3,  No's  2,  3,-1,  5,  No's  4,  5,-1,  6,  No's  5,  6—1,  7 
No's  6,  7—1. 

203 


COURSE  OF  STUDY 


^Sing  1,  3,-1,  No's  1,  2,  No's  2,  3—2,  4,-2,  No's  2,  3,  4,-3,  5,-3,  4  No's  4 
5,-4,  6,-4,  No's  4,  5,  No's  5,  6,-5,  7,-5,  No's  5,  6,  No's  6,  7—6  8—6  No's  0, 

7,  8,  and  so  on  taking  larger  intervals  each  time  until  the  chromatic  scale  as- 
cending is  perfected. 

Sing  6,  b7'  6—  5,  b7,  6—4,  b7,  6—3,  b7,  6—2,  b7,  6—1,  b7,  6—8,  7,  b7,  6— 

8.  So  continue  drils  using  flat  intervals  until  the  descending  chromatic  scale 
is  learned,  then  test  the  knqwledge  by  skipping  to  any  chromatic  intervals.  In 
all  singing  work  especially  chromatic  work  frequently  test  the  key.  No  varying 
from  the  pitch  must  be  tolerated. 

SECTION    X. 
THREE  PART  SINGING. 

Three  part  singing  may  be  practiced  in  the  fifth  grade  and  continued  thru 
the  course.  The  voices  of  the  older  pupils  should  be  classified  in  the  sixth 
grade. 

In  testing  voices,  the  teacher  may  give  the  pitch  G  on  second  line  of  staff. 
The  pupil  should  then  sing  upward  from  this  tone  to  the  highest  tone  which  hv: 
is  able  to  sing  easily  and  without  forcing  the  voice.  From  the  same  key  he 
should  then  sing  down  the  scale  to  the  lowest  tone  he  can  sing  easily.  He 
should  then  be  assigned  to  the  highest  part,  if  he  is  able  to  sing  G,  above  the 
staff  with  ease;  to  the  lower  part,  if  he  sings  G,  below  the  second  leger  line. 
If  he  is  not  able  to  sing  either  extreme,  he  should  be  placed  in  the  middle 
part.  Pupils  who  can  sing  from  the  low  G,  to  the  high  G,  should  be  place! 
in  accordance  with  the  tone  color  or  quality  of  their  voices.  The  light,  clear 
voices  should  be  placed  in  the  lower  part. 

Children  with  unchanged  voices  should  alternate,  part  of  the  time  singing 
middle  part,  and  part  of  the  time  singing  high  part.  Unison  and  two-part  sing- 
ing must  be  continued. 

MINOR  SCALE. 

Teacher  develops  the  minor  scale  from  the  major  by  singing  from  6  to  6. 
Class  imitate. 

The  teacher  then  names  this  as  the  Normal  Minor  and  writes  it  on  the 
board  thus: 

E  Minor  Normal. 


irnii  '"i 


Teacher  then  explains  that  this  scale  is  unsatisfactory,  lacking  a  leading- 
tone,  so  musicians  have  sharped  the  sol  in  order  to  have  a  leading  tone.  Thus 
sharping  sol,  give  rise  to  the  harmonic  minor,  written  thus: 

204 


MUSIC 


E  Minor  Harmonic. 


This  is  so  difficult  to  sing,  the  musicians  finally  sharped  both  fa  and  sol 
ascending,  and  neither  descending,  and  thus  we  have  the  Melodic  Minor,  writ- 
ten thus  and  most  used  in  singing: 

E  Minor  Melodic. 


^^jjjjprrrYY^^ 


Children  should  be  trained  to  sing  these  three  forms  of  minor  scales,  and 
given  minor  songs  and  exercises  for  drill. 

SECTION  XIII. 

CHORDS. 

Divide  class  into  three  divisions.  Have  one  division  sing  1,  another  3, 
another  5,  and  sustain  the  tones. 

Then  teacher  says:  "Lou  have  sung  a  chord.  A  chord  is  the  combination 
of  three  or  more  musical  tones  sounded  simultaneously." 

1 — 3 — 5  is  called  the  Tonic  Chord. 

4 — 6 — 8  is  called  the  Sub-Dominant  Chord. 

5 — 7 — 2 — 4  is  called  the  Dominant  Seventh  Chord. 

Pupils  should  be  trained  to  write  these  chords  in  different  keys  to  recog- 
nize them  in  songs. 

SECTION  XIV. 

Children  in  the  seventh  and  eighth  grades  should  learn  to  recognize  and 
name  intervals. 

The  following  tables  will  give  the  types  of  the  intervals  formed  by  the 
tones  of  the  Major  scale: 


1  to  1 

Perfect  Prime 

6  to  8 

Minor  Third 

1  to  2 

Major  Second 

5  to  8 

Perfect  Fourth 

1  to  3 

Major  Third 

4  to  8 

Perfect  Fifth 

1  to  4 

Perfect  Fourth 

3  to  8 

Minor  Sixth 

1  to  5 

Perfect  Fifth 

2  to  8 

Minor  Seventh 

1  to  6 

Major  Sixth 

1  to  8 

Perfect  Octave 

1  to  7 

Major  Seventh 

4  to  7 

Augmented  Fourth 

1  to  8 

Perfect  Octave 

7  to  4 

Diminished  Fifth 

1  to  8 

Minor  Second 

Practice  should  be  given  in  determining  the  character  of  all  the  intervals 
in  the  major  scale. 


205 


COURSE  OF  STUDY 


Ex.  Ito  1;  2  to  2;  3  to  3,  etc.    Perfect  Price. 
*1  to  2;  2to  3;  4  to  5,  etc.    Major  Seconds. 
3  to  4;  7  to  8,  etc.    Minor  Seconds. 

Some  schools  do  not  require  interval  work.  With  a  skillful  teacher  it  is 
excelent  work  in  training  the  child  to  become  more  musical. 

We  give  ear  drills  in  which  he  is  distinguished,  when  played,  minor  from 
major  thirds.    Minor  chords  from  major  chords,  etc. 

With  the  piano  this  can  be  made  an  interesting  exercise. 

Children  can  be  trained  to  tell  the  intervals  (whether  seconds,  thirds, 
fourths,  etc.)  and  the  kind  of  intervals  (whether  minor,  major  or  perfect)  the 
instant  they  are  struck  upon  the  piano. 


206 


DRAWING 


Drawing 


This  outline  provides  for  a  course  of  instruction  in  form  study,  drawing 
and  color  as  complementing  each  other,  and  as  together  furnishing  a  means  of 
mental  development  indispensable  in  the  education  of  every  child.  It  recognizes 
the  child's  individuality,  and  his  aesthetic  feelings, — his  natural  jove  for  the 
beautiful.  It  recognizes  nature  as  a  part  of  the  child's  environment  and  the 
cultivation  of  his  power  of  appreciating  and  expressing  the  spirit  and  the 
beauty  of  natural  objects.  It  recognizes  industry  and  art  as  parts  of  the 
child's  social  environment,  the  cultivation  of  his  power  of  appreciating  ihe 
beauty  and  significance  of  industrial  and  art  work,  and  the  development  of  his 
creative  powers  along  industrial  and  art  lines.  The  pupils  are  led  through 
their  studies  to  feel  a  comradeship  with  Nature,  their  power  of  observation 
are  incited,  their  eyes  are  trained  to  see  correctly,  and  their  hands  to  obey  th3 
will. 

The  work  is  arranged  in  two  divisions.  The  first  division  includes  work 
for  the  primary  grades.  The  second  division  includes  work  for  the  interme- 
diate and  grammar  grades. 

This  course  does  not  undertake  to  prescribe  any  particular  system  of 
drawing.  It  refers  to  the  Prang  System  as  one  of  the  syptoms  in  common  use. 
If  teachers  prefer  another  system,  most  of  these  suggestions  wiU  spply  with 
vsual  force. 

If  the  Prang  Course  is  used,  the  Teachers'  Manual  for  the  same  will  be  wf 
great  help  to  the  teacher. 

In  writing  out  this  course  free  use  has  been  made  of  material  found  in 
other  courses  of  study,  practcally  in  that  of  Illinois. 

FIRST  DIVISION. 

Materials.  Chalk,  water  colors,  charcoal,  clay,  colored  sticks,  tablets  car- 
pet warp,  soft  pencils,  rulers,  raphia,  cubes,  spheres,  rectangular  prisms, 
drawing  paper,  Prang  Drawing  Book  No.  1. 

In  all  blackboard  drawing  the  broad  side  of  soft  chalk  is  to  be  used.  The 
work  must  be  done  rapidlv  and  must  be  is  true  to  life  end  nature  as  possible. 
There  is  to  be  little  or  no  outline  work  in  the  illustration  of  stories  and  draw- 
ing bits  of  scenery.  Tree  trunks,  posts,  etc.,  are  to  be  made  by  single  strokes 
of  the  chalk,  pressing  down  more  heavily  for  the  brighter  sides.  Houses, 
hills,  etc.,  are  to  be  filled  in  solid.  If  the  children  place  all  the  trees,  houses, 
etc.,  in  a  straight  line,  show  them  actual  scenery  or  at  least  pictures. 

In  water  colors  the  prime  colors — red,  blue  and  yellow — are  to  be  used, 
also  Japanese  brushes,  bits  of  blotting  and  trial  papers,  water-cups  and  paint 
rags  for  cleaning  the  boxes. 

207 


COURSE  OF  STUDY 


All  color  combinations  necessary  can  be  made  from  the  three  colors.  Re?! 
and  blue=violet;  blue  and  yellow — green;  yellow  and  red — orange.  Care  must 
be  taken  that  the  paints  are  kept  clean,  that  the  brush  part  is  not  handled  with 
the  fingers,  that  the  paints  are  not  mixed  too  much,  and  are  put  on  with  a  full 
brush  in  order  to  keep  their  brillancy.  Waters  should  be  put  on  without  first 
having  a  pencil  outline. 

Charcoal  rubs  off  very  easily.  If  any  drawings  are  to  be  kept  any  length  if 
time  they  must  be  "fixed."  Fixatives  can  be  obtained  at  artist  supply  shops, 
but  a  very  good  fixative  can  be  made  by  dissolving  as  much  gum  shellac  as  it  wi?l 
hold,  in  a  pint  of  alcohol.  Let  this  preparation  stand  some  hours,  then  strain  it 
through  a  fine  sieve  or  linen  rag.  When  it  has  settled  and  become  quite  clear, 
it  can  be  sprayed  on  the  picture  with  an  atomizer.  Another  way  of  using 
the  fixative  is  to  apply  it  to  the  back  of  the  drawing  with  a  large  bristle  brus  i. 
In  this  case  some  one  will  have  to  hold  the  picture  vertically. 

Clay  Work.  Native  clay  mixed  with  plaster  of  paris  can  be  used,  or  clay 
already  prepared  may  be  obtained. 

After  a  careful  study  of  an  object,  give  each  child  a  piece  of  clay  on  a 
cardboard  or  large  piece  of  heavy  paper,  and  let  him  make  it  by  pressing  little 
bits  of  the  clay  together  until  the  desired  shape  is  obtained. 

In  order  to  keep  the  clay  in  good  working  order,  keep  it  in  an  earthen  jar 
or  crock,  pour  enough  water  on  it  so  it  can  be  easily  worked  with  the  fingers 
and  cover  it  with  a  wet  cloth  when  not  in  use. 

The  colored  sticks  for  stick  laying  can  be  had  in  one,  two,  three,  four,  five 
inch  and  assorted  lengths. 

The  wooden  tablets  are  in  the  natural  colors  of  the  wood,  half  light  and 
half  dark,  with  finely  polished  surfaces.  They  are  in  shapes  of  triangles, 
circles,  squares  and  semi-circles,  about  one  inch  in  diameter. 

For  weaving,  the  Fairbault  loom  may  be  had  with  hammock  attachment, 
and  carpet  warp  of  any  color  may  be  used  for  the  warp. 

Raphia  comes  in  natural  color  and  in  various  colors.  One  pound  is  suffi- 
cient for  about  ten  baskets,  or  from  thirty  to  forty  mats.  The  raphia  is  braided, 
then  the  braid  is  sewed  round  and  round  in  any  desired  shape. 

For  the  reed  baskets  the  round  reeds  No.  3  and  No.  4  are  used.  One  pound 
makes  about  ten  baskets.  The  reeds  must  be  soaked  about  an  hour  before  use 
and  whenever  they  become  too  dry  to  continue  the  work. 

First  Term.  Drawing  on  the  blackboard  or  with  charcoal  or  soft  pencils 
en  paper,  illustrating  the  different  stories  or  myths.  Different  parts  of  the 
stories  can  be  shown  in  different  spaces  on  the  same  paper. 

Painting  of  fruits,  and  autumn  leaves. 

Moulding  of  fruits,  also  of  spheres  and  cubes,  learning,  about  the  shape, 
faces,  etc. 

Laying  sticks  in  harmonious  colors  to  form  designs,  also  grouping  sticks 
of  one  color. 

Weaving  mats,  using  pleasing  colors. 

Braiding  raphia  mats. 


208 


DRAWING 


Use  of  the  ruler,  measuring  lines,  objects,  length  and  width  of  the  room 
heigths  of  the  children,  learning  that  1/2  inch  equals  "I.,  of  an  inch,  that  "A  or 
V4  equals  a  whole  and  that  14  of  l^  is  i/4. 

Most  of  the  children  in  the  First  Division  should  use  drawing  paper;  the 
Oldest  class  may  use  a  No.  1  Drawing  Book. 

Faver  Folding.  (Cutting  and  making.)  This  work  is  continued  through- 
out the  whole  year.  Fold  book,  window,  card-case,  hanging  basket,  fan,  shawl, 
roof,  envelope,  box,  kite,  table-cloth,  soldier-cap,  boat,  salt  cellar,  screen,  etc. 

Second  Term.  Drawings  on  the  blackboard  with  charcoal  or  soft  pencil  on 
paper  representing  the  different  stories  or  winter  myths. 

Laying  sticks  in  harmonious  colors  to  form  borders  with  pleasing  designs 
and  colors. 

Placing  the  tablets  to  form  borders  and  other  designs,  incidentally  learning 
the  shapes  of  circles,  squares  and  triangles,  and  that  all  triangles  have  three 
sides  and  three  corners,  and  all  squares  have  four  sides  and  four  square  corners. 

Moulding  of  cubes  and  square  prisms,  of  Eskimo  houses,  Eskimos  and  their 
dogs.  To  make  the  Eskimo  house  make  bricks  of  clay  about  three  inches 
long,  an  inch  and  a  half  wide  and  one  inch  thick.  Arrange  these  on  a  heavy 
cardboard  in  a  circle,  leaving  an  open  space  for  the  little  outside  igloo.  Upon 
this  first  row  place  another  and  another,  and  so  on,  bending  each  slightly  in- 
ward, making  it  smaller  than  the  preceding  ones,  and  fastening  it  with  added 
bits  of  clay.  At  the  very  top  leave  a  small  space  for  the  chimney.  If  any 
windows  are  desired,  bits  of  mica  answer  the  purpose  beautifully.  The  little 
outside  igloo  is  made  in  much  the  same  way. 

Use  of  rulers  in  making  boxes,  trays,  etc.,  for  nature  study.  LearHiiig 
that  V2  of  14  is  ^,  that  4-8  equals  %,  and  V2  of  %  of  Va  equals  %. 

Paper  Folding.    Continue  work  of  first  term. 

Weaving.    Begin  weaving  hammocks. 

Picture  Study.  Picture  study  serves  to  develop  in  the  child  a  liking  for 
that  which  is  beautiful  and  true,  or  so  beautiful  that  one  wishes  it  may  be  true. 

The  children  should  bring  as  many  of  the  pictures  as  they  can,  biit  the 
teacher  should  have  a  good  assortment  of  appropriate  pictures,  for  in  mau3' 
cases  the  pictures  brought  by  the  children  are  of  little  use  in  the  work. 

Children  enjoy — 

(a)  Pictures  of  babies  and  baby  animals;  all  of  which  appeal  irresistibly 
to  the  affections  of  the  child. 

(b)  Pictures  of  things  that  children  like  best. 

(c)  Pictures  or  copies  of  the  masterpieces. 

Lead  the  children  to  find  and  enjoy  what  is  best  in  each  picture;  assist 
them  in  determining  what  the  picture  wishes  to  say  to  them. 

From  this  unconscious  expression  of  the  children  the  teacher  gains  a 
knowledge  of  what  and  how  much  the  children  see.  Give  the  children  every 
opportunity  to  draw.  Allow  them  to  draw  freely,  using  pencil  or  charcoal  on 
paper  or  crayon  at  the  board. 

Continue  use  of  Drawing  Book  No.  1. 

m 


COURSE  OF  STUDY 


Weaving  of  hammocks  continued  from  the  preceding  term. 

'i'ablet  and  stick  laying  in  original  borders  and  other  designs. 

Simple  drawing  in  pencil  or  charcoal  from  life,  having  some  child  pose  in 
some  easy  position. 

Paper  cutting  and  folding  continued  from  the  preceding  term. 

Use  of  rulers  in  making  weather  charts,  boxes  for  holding  soils,  envelopes 
for  seeds,  etc. 

Continue  use  of  Drawing  Book  No.  1. 

Braiding  and  sewing  raphia  baskets.  First  braid  the  raphia,  then  sew 
round  and  round,  using  finer  strands  of  raphia  for  the  thread. 

SECOND  DIVISION. 

Materials.  Water  colors,  charcoal,  soft  pencils,  chalk,  clay,  raphia,  reed, 
spheres,  cubes,  prisms,  cylinders,  cones,  pyramids,  drawing  books  No.  2  and 
perhaps  No.  3. 

First  Term.  Illustrations  with  chalk,  charcoal  and  soft  pencils,  illustrat- 
ing stories,  places  met  near  the  schoolhouse,  in  the  geographies,  incidents  of 
history,  etc. 

With  drawing  models  and  bits  of  scenery  the  first  principles  of  perspective 
can  be  taught  that  objects  are  smaller  at  a  distance  and  that  all  parallel  lines, 
not  verticle,  converge. 

Many  easy  free-hand  drawings  may  be  made  to  illustrate  the  principles  of 
free-hand  perspective.  A  crayon  box  makes  a  good  model,  and  drawings  may  be 
made  to  show  it  held  above,  below  or  on  the  level  of  the  eye,  and  to  the  right 
or  the  left.  Parts  of  the  box  may  be  removed  and  more  drawings  made  if 
desired. 

Drawings  of  fences,  lines  of  telephones  poles,  rows  of  trees,  roads  and 
similar  views  will  furnish  additional  material. 

In  order  to  decide  how  much  of  a  scene  is  to  be  put  into  one  picture, 
small  view-finders  are  used.  These  can  be  made  in  any  desirable  shape.  When 
looking  through  these  view-finders  keep  one  eye  closed  and  move  the  hand 
nearer  or  farther  off  from  the  eye  until  the  desired  picture  is  found. 

To  get  the  correct  proportions,  choose  one  dimension  of  one  subject,  per- 
haps the  height  of  a  tree.  Close  one  eye,  hold  the  pencil  vertically,  so  that  the 
end  of  it  comes  to  the  top  of  the  tree,  then  move  the  thumb  along  the  pencil 
until  it  touches  the  foot  of  the  tree,  note  this  distance  on  the  pencil,  and  using 
ills  as  a  guide  get  all  the  other  proportions. 

Sketches  with  pencil  or  water  colors  of  leaves  or  any  mat  models  which 
present  a  simple  shape  in  area.  The  models  should  be  mounted  on  cards  if 
they  are  small.  If  large,  a  model  may  be  placed  against  the  wall  and  be  drawn 
by  several  pupils  at  the  same  time. 

The  general  shape  of  the  model  should  be  noted  by  comparison  with  sev- 
eral type-shapes  drawn  on  the  blackboard.  These  type-shapes  may  be  triangles, 
circles,  squares,  ovals,  ovoids,  ellipses,  rectangles,  etc. 

If  a  model  is  more  triangular  than  oval,  round,  square,  or  ellipical,  the 
realization  of  that  fact  will  help  in  drawing  it. 

210 


DRAWING 


Much  of  the  litle  detail,  such  as  the  litle  veins  and  serations  of  a  leaf, 
may  be  omitted  at  first,  and  should  be  put  in  only  after  the  general  shape  has 
been  well  drawn. 

Spherical  models,  or  models  approaching  roundness  in  form  present  least 
difficulty  in  drawing  because  they  do  not  change  shape  when  seen  from  different 
views.  A  sphere  looks  circular  in  outline  from  any  view.  Apples,  pumpkins, 
many  fruits  and  vegetables,  jars,  balls,  some  trees,  etc.,  will  serve  as  models. 
The  circles  should  be  drawn  free  hand.  Details,  such  as  the  eyes  of  a  potato, 
or  the  division  of  a  pumpkin  or  melon  should  be  put  in  last  after  the  general 
roundness  is  lightly  drawn. 

Paintings  of  nature  study  materials,  or  bits  of  simple  scenery. 

Moulding  in  clay  of  fruits  and  other  nature  study  materials. 

Weaving  simple  reed  basket. 

Reeds  and  baskets  must  be  kept  wet  until  completed. 

Use  of  soft  pencils  for  Drawing  Books  Mb.  2  and  No.  3. 

Second  Term.  Continuation  of  charcoal,  crayon,  and  pencil  drawings 
illustrating  geographical  scenes  and  historical  events. 

Relief  maps  in  chalk  and  charcoal. 

Designs  ba^d  on  plant  forms  or  other  forms  studied  during  the  past 
months  may  be  made  either  with- pencil  or  water  colors.  The  drawings  of  the 
previous  term  may  be  at  hand  to  furnish  the  motif. 

Conventional  forms  made  by  regulating  the  natural  forms  to  some  orderly 
lines  should  be  made.  Then  some  line  along  which  these  conventional  forids 
may  be  arranged  should  be  drawn  suitable  to  fill  the  space  of  the  design.  The 
work  may  well  be  of  three  general  sorts. 

1.  Rosettes,  which  consist  of  arrangements  of  some  leaf  or  other  unit 
about  a  point. 

2.  Borders,  which  consist  of  arrangements  of  some  unit  along  a  line  in  rep- 
etition or  alteration. 

3.  All-over  patterns,  which  consist  of  repetitions  of  the  same  unit  in  all 
directions,  by  drawing  the  units  within  circles,  squares,  triangles,  etc.  These 
designs  may  be  used  to  decorate  sheets  for  others  school  work,  as  compositions 
writing,  etc. 

Shading.  Shading  should  be  done  with  a  very  soft  pencil  after  the  out- 
line of  the  form  has  been  drawn  in  light  lines.  Small  square  areas  may  be 
filled  in  with  different  tones  of  pencil  lines  as  a  preparatory  exercise. 

The  pencil  should  be  held  within  the  hand.  The  strokes  of  the  pencil 
should  appear  separate.  The  lines  may  well  follow  the  direction  suggested  by 
the  texture  or  nature  of  the  surface  to  be  represented.  The  following  principle>3 
are  involved  in  the  light  and  dark  of  forms: 

1.  All  surfaces  darken  slightly  toward  the  source  of  light. 

2.  Shadows  are  darker  than  shades  of  the  same  colored  surface. 

3.  Shadows  soften  in  outline  as  they  recede  from  the  source  of  ligh:. 
Care  should  be  taken  to  place  the  model  in  a  steady,  strong  light  from  one 
side  only. 

Continue  use  of  Drawing  Book  No.  2. 


211 


COURSE  OF  STUDY 


Third  Term.  Water  color  and  charcoal  sketches  of  landscapes  around 
schoblhouse. 

Paintings  of  birds,  nests,  and  spring  flowers. 

Pencil  drawings  and  water  color  sketches  of  groups  of  models. 

In  shading,  the  same  instructions  for  holding  the  pencil,  and  the  same  prii- 
ciples  given  for  the  last  term  apply  for  round  and  cylindrical  models  also.  One 
additional  principle  is  involved.  The  shade  side  of  a  rounded  form  is  darkest 
inside  the  outline  of  the  side  farthest  from  the  light  and  not  on  that  outline. 

In  spherical  forms  this  intense  part  of  the  shade  side  is  reduced  to  a  small 
spot  opposite  the  lightest  spot  on  the  light  side,  and  both  the  darkest  and 
lightest  spots  are  inside  the  outline.  It  is  the  purpose  of  the  shading  to  make 
the  drawing  appear  round  and  solid. 

The  combining  of  objects  in  groups  of  two  or  more  different  objects  gives 
added  difficulty  in  drawing  because  the  relative  proportion  and  position  of  the 
models  in  the  group  must  be  considered  in  addition  to  the  different  parts  of 
each  model.  A  group  must  be  considered  first  as  a  whole  model.  Its  general 
shape  and  proportion  must  be  studied  before  the  individual  models  are  drawn. 
Care  should  be  taken  to  get  consistent  and  pleasing  groups. 

Drawings  from  life  having  one  or  more  of  the  children  as*  models. 

Relief  maps  in  crayon,  charcoal,  clay,  and  water  colors. 

Continued  use  of  Drawing  Books  Nos.  2  and  perhaps  3  if  class  finishes  No.  2. 


212 


SUGGESTIONS 


Suggestions 


IN  BEGINNING  YOUR  SCHOOL. 

Before  you  make  out  the  formal  contract,  be  sure  you  have  a  certificate 
valid  for  the  term  and  on  record  in  the  county  where  you  expect  to  teach.  Re- 
member that  a  state  certificate  is  not  valid  in  any  county,  unless  it  is  on  record 
in  the  books  of  that  county. 

A  few  days  in  advance  of  the  beginning  of  your  school,  go  to  the  neighborhood 
where  you  are  to  teach,  arrange  for  boarding  place  and  get  at  least  partially 
"settled"  in  it  before  school  begins. 

Secure  the  school  register  for  the  preceding  term  and  find  out  all  you  can 
from  it  about  your  prospective  pupils,  what  grades  they  are  in,  what  month's 
work,  the  program,  the  size  of  classes,  etc. 

Make  out  a  temporary  program  for  the  first  day  or  two;  do  not  attempt  to 
put  in  all  the  subjects  you  expect  ultimately  to  teach,  but  do  provide  something 
definite  for  each  grade  during  each  of  the  four  sessions  of  the  day;  provide 
some  construction  work  or  other  seat  work  for  the  lower  grades;  plan  some 
mathematical  drill  or  game,  some  spelling  review,  some  drawing  lessons,  some 
interesting  reading  of  your  own,  something  for  the  unexpected  gaps  that  may 
happen  in  the  first  day's  program. 

In  the  lessons  you  plan,  make  them  easier  than  you  would  for  the  same 
grade  later  in  the  term — it  is  surprising  how  much  even  bright  pupils  can  for- 
get in  a  three  to  five  months'  vacation.  The  first  few  days  may  well  be  spent 
largely  in  review,  though  your  purpose  to  start  them  soon  on  advanced  work 
should  be  made  clear  to  the  pupils,  otherwise  they  may  say:  "The  new  teacher 
put  us  back  to  go  over  the  same  old  work  again." 

Examine  carefully  the  condition  of  the  building,  supplies,  books,  etc.,  and 
as  soon  as  possible  give  the  clerk  or  the  local  director  a  written  statement  '"f 
the  things  you  need  for  doing  reasonably  eflScient  work.  Make  it  definite; 
know  why  you  want  each  thing  you  ask  for;  if  any  of  the  things  are  not  to  be 
secured  locally,  indicate  the  name  and  address  of  the  firm  from  whom  they  can 
be  secured,  and  the  approximate  cost. 

As  soon  as  your  program  is  reasonably  complete,  send  a  copy  to  the  County 
Superintendent  with  your  Notice  of  Beginning  School,  place  a  copy  in  the  regis- 
ter, and  post  one  in  some  conspicuous  place  in  the  school  room.  (In  planning 
this  program  see  the  arrangement  of  the  schedule  for  the  different  subjects  as 
given  in  the  Introductory  pages  of  this  Course,  and  study  carefully  it  and  the 
suggestions  for  correlation  of  subjects  immediately  following  it;  see  also  the 
suggestive  programs  in  the  closing  pages  of  this  Course  of  Study.) 

213 


COURSE  OF  STUDY 


IN  CLOSING  YOUR  SCHOOL. 

Fill  out  properly  every  blank  in  the  pages  of  the  register  of  your  term  of 
school;  be  sure  a  copy  of  the  program  is  in  its  proper  place;  indicate  the  year 
and  month  attained  by  each  pupil  in  his  school  work;  fill  in  all  summaries 
and  balance  the  register  as  your  final  report  must  balance. 

Then,  make  out  two  copies  of  your  final  report,  filling  in  all  data  called  for 
on  the  inside  page,  and  making  the  totals  balance  on  the  outside  of  the  report. 
Mail  both  copies  to  the  County  Superintendent.  Do  not  ask  the  Clerk  to  violate 
the  law  by  issuing  your  last  month's  pay  warrant  before  he  has  received  the 
approved  report  from  the  County  Superintndent.  If  it  is  imperative  that  you 
leave  at  once  on  closing  your  school,  and  you  must  have  the  month's  pay  be- 
fore you  leave,  an  explanation  of  the  case  would  probably  secure  the  Superin- 
tendent's permission  to  close  your  register  Wednesday  evening  of  the  last 
week,  considering  all  pupils  then  enrolled  as  present  the  last  two  days  of  the 
term. 

These  reports  the  law  requires;  some  other  things  should  be  done. 

Unless  you  expect  to  return  to  the  school  next  term,  if  you  remember 
how  hard  it  was  for  you  at  the  beginning  of  the  term  to  learn  much  from  the 
register  regarding  the  condition  of  the  school,  you  will  realize  how  helpful  it 
will  be  to  your  successor  if  you  leave  in  the  register  a  sheet  or  two  of  paper 
with  a  sentence  or  two  telling  just  what  each  class  was  doing  in  each  subject 
during  the  last  weeks  of  your  school.  This  will  need  to  be  especially  clear 
wherever  any  irregularity  of  work  was  necessary. 

Have  a  "last  day  program,"  a  picnic,  or  social;  in  some  way  get  parents 
and  pupils  together  for  a  good  time. 

If  you  have  a  "graduating  class,"  arrange  a  commencement  for  them;  get 
up  a  program  to  which  all  the  school  contributes  songs,  class  exercises,  and 
maybe  other  parts,  but  in  which  the  graduates  have  leading  parts;  get  the 
County  Superintendent  to  come  out  and  present  the  diplomas; — in  short,  make 
it  such  an  occasion  that  the  graduates  will  feel  they  have  accomplished  some- 
thing, while  the  other  pupils  make  up  their  minds  to  "be  up  there  someday." 

Finally,  before  you  leave,  see  that  every  book  and  piece  of  apparatus  is  in 
the  best  place  for  its  preservation,  the  organ  locked,  sheds,  outbuildings,  shut- 
ters and  windows  fastened,  and  everything  in  the  best  condition  in  which  you 
can  leave  it. 


214 


SUGGESTIONS 


j      Seat  Work 

FOR  FIRST  AND  SECOND  YEARS. 

Keep  every  child  employed.  Children  take  the  keenest  pleasure  in  doing 
work  that  is  well  suited  to  their  powers.  The  teacher  who  allows  children  to  ^it 
idle  is  committing  an  unpardonable  wrong.  The  work  should  be  varied  and  of 
such  a  nature  that  the  mind  is  kept  alert.  When  the  work  sinks  into  the  pur3- 
ly  mechanical,  the  powers  become  dulled  instead  of  quickened  and  indifference 
and  weariness  follow.  Give  work  with  definite  directions  for  performing  it,  and 
hold  children  respcnisble  for  its  being  done. 

1.  The  following  materials  are  excellent  for  seat  work  to  be  given  to  be- 
ginners, and  later  to  furnish  change  and  rest.  The  teacher  can  with  very  littlo 
trouble,  supply  herself  with  a  quantity  of  shoe  pegs,  sticks,  seeds,  cards, 
worsted,  shells,  etc.    These  can  be  used  for: 

a.  Sorting  and  matching  according  to  color,  shape  or  size. 

b.  Copying  designs  from  blackboard. 

c.  Making  original  designs. 

d.  Outlining  words  from  reading  lesson  which  the  teacher  has  written 
upon  the  slate  or  large  card. 

2.  Matching  words — Each  child  is  provided  with  a  box  or  envelope  con- 
taining separate  pictures  and  corresponding  words.  He  should  select  the 
pictures,  lay  them  in  a  horizontal  row  upon  his  desk,  then  take  the  word-cards 
from  the  box,  one  by  one,  and  place  each  by  the  picture  which  it  names. 
Sheets  of  manila  cardboard  afford  good  and  inexpensive  material  for  this  work. 

3.  Copy  a  lesson  or  a  column  of  words  from  the  book;  cut  apart  and  place 
in  a  box  or  envelope.  The  child  should  open  his  book  at  the  lesson  and  arrange 
the  script  words-cards  in  the  same  order  as  in  the  book.  It  may  be  further 
used  for  his  reading  exercise,  or  he  may  write  the  words. 

This  can  be  used  during  the  time  the  child  is  in  the  primer  and  first  reader 
and  sometimes  for  second  reader  seat  work. 

4.  Boxes  of  printed  letters  are  useful  in  making  words  and  sentences. 

5.  Book-Making: 

a.  Word  book  in  which  the  child  places  words  as  they  become  familiar  to 
him;  first  the  word  cards  written  by  the  teacher  are  pasted  in;  later  he  writ)g 
them. 

b.  Picture  books — Pictures  cut  from  catalogues,  maga/Jnes,  etc.,  are  pasted 
on  paper;  these  papers  are  tied  together  to  form  a  book. 

c.  Memory  gems — After  the  selection  is  learned  the  teacher  places  it  upon 
the  board.  It  is  used  for  a  reading  lesson;  then  copied  by  the  child  upon 
paper;  these  are  kept  and  made  into  a  book. 

d.  Paper  folding  and  cutting.    The  work  done  may  be  used  to  form  books. 

215 


COURSE  OF  STUDY 


Programs 


Possible  program  for  a  school  of  six  grades 
10  Opening  Exercises. 

5  Drills  on  words  and  phases  of  reading  lesson. 

10  Arithmetic  VI. 

10  Arithmetic  V. 

25  Reading  1,  2,  and  3. 

10  each  Reading  IV,  VI  and  V. 


RECESS 


10  Reading  I. 

10  Arithmeitc  IV. 

2u  Number  work  II  and  III. 

15  Penmanship. 

10  Geography  VI. 

10  Geography  V. 


NOON 


15  General  lesson — first  three  grades. 

10  Geography. 

10  Language  VI. 

25  Reading  I,  II  and  III. 

10  Language  IV. 

10  Language  V. 

RECESS 

15  History  (Spelling  or  Physiology)  VI. 

10  Language  I. 

10  Language  II. 

10  Language  III. 

15  History   (Spelling  or  Physiology)   IV  and  V. 

It  will  be  noticed  that  this  program  leaves  ten  minutes  before  the  afternoon 
recess  and  fifteen  minutes  after  recess  to  be  divided  among  the  classes  given,  as 
the  teacher  thinks  best,  or  to  be  given  to  any  subject  not  named  here  which  it 
seems  best  to  add. 

The  Drills  immediately  following  the  opening  exercises  many  teachers 
would  prefer  to  give  in  connection  with  the  recitation  of  the  reading  classes;  in 
this  case  this  five  minutes  would  be  combined  with  the  twenty-five  minute 
period  below.  On  the  other  hand  some  teachers  feel  that  the  little  folks  can  do 
something  toward  preparing  their  reading  lesson  if  they  have  been  taught  the 
new  words;  as  a  result  these  tachers  like  to  take  a  few  minutes  at  the  begin- 

216 


SUGGESTIONS 


ning  of  their  study  period  for  drill  on  these  new  words.  This  program  is  made 
out  on  this  plan  and  of  course  the  program  for  a  school  of  five,  seven  or  any 
other  number  of  grades  can  be  made  out  on  the  same  plan. 

Program  for  a  school  of  eight  grades. 

10  Opening  Exercises, 

5  Word  drills. 

15  Reading  VIII  and  VII. 

25  Reading  I,  II,  and  III. 

25  Reading  IV,  V,  and  VI. 

15  Arithmetic  VII  and  VIII. 

RECESS 

10  Number  work  II  and  III. 

10  Reading  I. 

lb  Arithmetic  IV  and  V. 

15  Penmanship. 

10  Arithmetic  VI. 

15  History  VII  and  VIII. 

NOON 

5  Word  drills,  I,  II,  and  III. 

10  Geography  V  and  VI. 

10  Geography  IV. 

25  Reading  I,  II,  and  III. 

10  Geography  VII  and  VIII. 

10  Language  IV  and  V. 

10  Language  VI. 

10  Physiology  VII  and  Civics  VIII  on  alternate  days. 

RECESS 
15  General  lessons — first  three  grades  together. 

25  History,  Spelling  and  Physiology,  IV,  V,  and  VI. 

15  Language  and  Grammar  VII  and  VIII. 

20  Language  I,  II,  and  III. 

It  goes  without  saying  that  a  satisfactory  program  can  not  be  made  for  a 
school  of  eight  grades.  The  one  here  presented  is  one  way  of  dividing  the 
time,  its  aim  being  to  divide  it  somewhere  nearly  equally  between  the  various 
grades,  and  not  giving  practically  all  the  time  to  the  upper  grades  as  is  so  com- 
mon in  the  crowded  program.  It  is  to  be  noted  that  in  your  particular  school 
the  fifth  grade  may  combine  with  the  sixth  instead  of  the  fourth  as  given  here, 
or  the  fourth  grade  may  in  reading  join  easily  with  a  strong  third  grade,  or 
maybe  the  sixth  grade  in  some  subjects  can  work  at  the  same  period  as  the 
seventh  to  better  advantage  than  the  seventh  and  eighth  can  work  together. 
The  size  of  the  class  too  has  to  be  taken  into  consideration  to  some  extent  in 
determining  the  amount  of  time  it  should  receive.  In  interpreting  this  pro- 
gram as  in  making  your  own  make  use  of  the  suggestions  given  in  the  pages 
on  Correlation  and  Alternation  of  subjects. 

217 


COURSE  OF  STUDY 


\Vhere  to  Get  Supplies 


Teacher's  Register,  Report  Blanks  of  various  l<:inds — County  Superin- 
tendent's OflBce. 

Pupils'  Reading  Circle  Books — Northern  School  Supply  Co.,  Fargo  or  St. 
Paul  Book  and  Stationery  Co. 

Other  Pupils'  Reading  Circle  Supplies,  as  Prospectuses,  Enrollment  Blanks, 
Diplomas,  etc. — County  Superintendent's  Office. 

Teachers'  Reading  Circle  Books — County  Superintendent's  Office. 

International    Dictionary — Northern    achool   Supply   Co. 

Maps — Rand  McNally  Co.,  Chicago,  or  any  school  supply  house. 

Map  of  North  Dakota — $.50  ($2.50  on  rollers),  Rand  McNally  Co.  A  smal- 
ler map  more  up-to-date  can  be  gotten  free  from  the  Commissioner  of  Agricul- 
ture and  Labor,  Bismarck. 

North  Dakota  Magazine  and  North  Dakota  Year  Book — Commissioner  of 
Agriculture  and  Labor,  Bismarck. 

Farmers'  Institute  Annual  and  numerous  bulletins  of  value  in  the  agricul- 
ture and  geography  work — Agricultural  College,  Fargo. 

ADDRESSES   OF   PRINCIPAL   PUBLISHING   HOUSES. 

Public  School  Publishing  Co.,  Bloomington,  111. 

Atkinson,  Mentzer  and  Grover,  Chicago. 

American  Book  Co.,  Chicago. 

A.  Flanagan,  Chicago. 

D.  Appleton  &  Co.,  Chicago. 

A.  L.  Burt,  New  York  City. 

A.  S.  Barnes  &  Co.,  New  York  City. 

Milton  Bradley  Co.,  Springfield,  Mass. 

The  Century  Co.,  New  York  City. 

Cassell  Publishing  Co.,  New  York  City. 

Crane  &  Co.,  Topeka. 

T.  Y.  Crowell  &  Co.,  New  York  City. 

C.  W.  Bradeen,  Syracuse,  N.  Y. 

C.  M.  ParKer,  Taylorville,  111. 

Donahue,  Henneberry  &  Co.,  Chicago. 

Dodd,  Mead  &  Co.,  Chicago. 

Estes  &  Lauriat,  Boston. 

Educational  Publishing  Co.,  Chicago. 

Ginn  &  Co.,  Chicago. 

Globe  Book  Co.,  New  York  City. 

Houghton,  Mifflin  &  Co.,  Chicago. 

Harper  &  Bros.,  Chicago. 

Hinds  &  Noble,  New  York  City. 

218 


SUGGESTIONS 


D.  C.  Heath  &  Co.,  Chicago. 

H.  R.  Pattengill,  Lansing,  Mich. 

H.  T.  Coates  &  Co.,  Philadelphia,  Pa. 

Iveson,  Blakeman  &  Co.,  Chicago. 

George  W.  Jacobs  &  Co.,  Philadelphia,  Pa. 

Lothrop  Pub.  Co.,  Boston. 

Longman,  Green  &  Co.,  New  York  City. 

Lee  &  Shepard,  Boston. 

The  Macmillan  Co.,  Chicago. 

A.  C.  McClurg  &  Co.,  Chicago. 

The  Morse  Co.,  Chicago. 

Maynard,  Merrill  &  Co.,  Chicago. 

G.  P.  Putnam's  Sons,  New  York  City. 

Pennsylvania  Publishing  Co.,  Philadelphia,  Pa. 

Prang  Ed.  Co.,  Chicago'. 

Robert  Bros.,  Boston. 

Rand,  McNally  Co.,  Chicago. 

Silver,  Burdett  &  Co.,  Chicago. 

Chas.  Scribner's  Sons,  Chicago. 

University  Publishing  Co.,  New  York  City. 

The  Werner  School  Book  Co.,  Chicago. 

Whitman  &  Ray  Co.,  San  Francisco. 

The  Course  of  Study  is  the  measuring  rod,  or  rule,  which  is  used  to  deter- 
mine at  what  point  in  the  eight  years'  work  in  the  elementary  course  a  pupiVs 
work  has  arrived.  It  should  not  l)e  used  as  the  Procrustean  hed  on  which  to 
stretch    the  work  of  the  school  in  order  to  secure  uniformity. 

Fbom  Report  of  Committee  of  Twelve. 


21  y 


INDEX 


INDEX 


ARITHMETIC     146 

CONSTITUTIONAL  AND  STATUORY  PROVISIONS   3 

CORRELATION  AND  ALTERNATION   14 

DOJMTeSTIC  science    188 

DRAWING   207 

GEOGRAPHY,  NATURE  STUDY,  AND  AGRICULTURE 

GEOGRAPHY    73 

SUGGESTIONS  AS  TO  SOURCES  OF  MATERAIL  IN  GEOGRAPHY     92 

NATURE   STUDY 93 

AGRICULTURE   105 

COURSE  IN  ELEMENTARY  AGRICULTURE    10  i 

HISTORICAL    1i' 

DEPARTMENT'S  STATEMENT. 

HISTORY,  ELEMENTARY  SOCIOLOGY,  AND  CIVICS   115 

OUTLINE  OF  SOCIAL  STUDY  FOR  ELEMENTARY  SCHOOLS 181 

CIVICS nu 

INTRODUCTION    8 

LANGUAGE  AND  GRAMMAR   40 

MANUAL  TRAINING    185 

MORAL  TRAINING   ; Vi 

MUSIC     191 

PHYSIOLOGY  171 

TUBERCULOSIS  AND  ITS  PREVENTION 178 

READING    19 

SPELLING 68 

WRITING     63 

SUGGESTIONS. 

BEGINNING  YOUR  SCHOOL 213 

CLOSING  YOUR  SCHOOL   214 

SEAT  WORK    215 

SUGGESTED  PROGRAMS 216 

WHERE  TO  GET  SUPPLIES 218 

220 


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